Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Department

College of Nursing

First Advisor

Julia Aucoin

Publication Date / Copyright Date

2019

Publisher

Nova Southeastern University

Abstract

Background: Effective testing in pre-licensure nursing programs is a challenge in nursing education. Implementing evidence-based test development is essential to successful assessment of students’ competence and preparation for licensure. Purpose: Identifying the beliefs, attitudes and values of nursing faculty will contribute to the use of best practices in student assessments, ultimately contributing to increased retention of competent students and increasing the workforce within the healthcare industry. Theoretical Framework: This study is based on Rokeach’s theory of beliefs, attitudes and values. Methods: A quantitative descriptive research methodology was used in this study using survey data collection. A purposive, non-probability, convenience sample was the sampling strategy. The instrument utilized was developed and validated in a previous study and additional researcher-developed items were added. These additional items were field tested for readability and structure by current nursing educators. Results: The results revealed that nursing faculty are not consistent with utilizing evidence-based test development practices within their nursing programs. The beliefs and attitudes identified from the data indicate a concern with the understanding and confidence towards evidence-based practices. Several challenges were identified in implementing test development practices such as addressing linguistic and cultural biases, faculty time constraints, and utilization of test banks. Conclusions: Identifying faculty beliefs, attitudes, and values of evidence-based test development practices offers insight into the challenges facing nursing faculty, nursing programs and nursing students. These challenges affect and influence the retention and persistence of nursing students in prelicensure programs which ultimately affects diversity in the nursing workforce.

Disciplines

Nursing

Keywords

Health and environmental sciences, Education, Evidence based practice, Faculty beliefs, Item development, Test development

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Nursing Commons

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