Lugti, Joan Prudenciano 4 0
Development and validation of Teaching Effectiveness Inventory for Filipino Nurse Clinical Instructors (TEIFilNCI) 6 6 Lugti, Joan Prudenciano - - - x, 170 pages 280 cm. - - - - - . - . - 0 . - . - 0 .
Dissertation (Graduate) Pamantasan ng Lungsod ng Maynila, 2014;A Dissertation Presented to the Faculty of the Graduate School of Arts, Sciences and Education in Partial Fulfillment of the Requirements for the Degree of Doctor in Educational Administration
5
This study aimed to develop and validate the Teaching Effectiveness Inventory for Filipino Nurse Clinical Instructors (TEIFilNCI) which is designed to provide the clinical instructors a measuring device that can be utilized to evaluate their teaching effectiveness in the clinical setting. Partially mixed sequential dominat status design was utilized in the study, whereby the qualitative phase preceded the quantitative phase. Focus group discussion was done for th initial draft of the inventory guided by the reviews made on related literature and studies. From the focus discussion, two-major competencies, eight super-ordinate, and three subthemes with a total of fifty nine (59) indicators emerged as initial components of the teaching effectiveness inventory. These indicators increased to 62 after subjecting to validation by ten (10) experts and thirty (30) CI-respondents for the pilot testing. Purposive sampling was employed in choosing the 569 participants who come from selected nursing schools in Luzon, Visayas, and Mindanao. The items were subjected to face and content validation to check the psychometric properties of the inventory. Further, exploratory factor analysis using SPSS version 20 with the use of maximum likelihood estimation, examination of scree plots, and direct oblimin rotation method was done for the extraction of the factors. A six-factor solution model with thirty six (36) indicators was extracted from the analysis yielding high relevance with 61.44% total variance. These indicators were further investigated using confirmatory factor analysis through AMOS 7.0. To test its veracity, multiple fit indices and Cronbach alpha coefficient were employed which resulted to good fit. The inter-factor analysis showed that there is a significant correlation between and among the identified factors. Based on the confirmatory factor analysis, the teaching effectiveness inventory is a valid and reliable instrument that can be used to evaluate the clinical instructors supervising the students for their Related Learning Experience (RLE). Thus, output of the study is a Teaching Effectiveness Inventory for Filipino Nurse Clinical Instructor (TEIFilNCI) which consists of six (6) major competencies with thirty-six (36) indicators/behaviors that characterized the identified competencies. These competencies are (1) foster personal and professional exemplar with 11 indicators, (2) exhibit mastery of core knowledge and skills with 5 indicators, (3) display firm kindness behavior with 6 indicators, (4) advocate transformational mentoring with 4 indicators, (5) create positive clinical milieu with 7 indicators and (6) inculcate caring Filipino value with 3 indicators.
5
2 = =
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Development and validation of Teaching Effectiveness Inventory for Filipino Nurse Clinical Instructors (TEIFilNCI) 6 6 Lugti, Joan Prudenciano - - - x, 170 pages 280 cm. - - - - - . - . - 0 . - . - 0 .
Dissertation (Graduate) Pamantasan ng Lungsod ng Maynila, 2014;A Dissertation Presented to the Faculty of the Graduate School of Arts, Sciences and Education in Partial Fulfillment of the Requirements for the Degree of Doctor in Educational Administration
5
This study aimed to develop and validate the Teaching Effectiveness Inventory for Filipino Nurse Clinical Instructors (TEIFilNCI) which is designed to provide the clinical instructors a measuring device that can be utilized to evaluate their teaching effectiveness in the clinical setting. Partially mixed sequential dominat status design was utilized in the study, whereby the qualitative phase preceded the quantitative phase. Focus group discussion was done for th initial draft of the inventory guided by the reviews made on related literature and studies. From the focus discussion, two-major competencies, eight super-ordinate, and three subthemes with a total of fifty nine (59) indicators emerged as initial components of the teaching effectiveness inventory. These indicators increased to 62 after subjecting to validation by ten (10) experts and thirty (30) CI-respondents for the pilot testing. Purposive sampling was employed in choosing the 569 participants who come from selected nursing schools in Luzon, Visayas, and Mindanao. The items were subjected to face and content validation to check the psychometric properties of the inventory. Further, exploratory factor analysis using SPSS version 20 with the use of maximum likelihood estimation, examination of scree plots, and direct oblimin rotation method was done for the extraction of the factors. A six-factor solution model with thirty six (36) indicators was extracted from the analysis yielding high relevance with 61.44% total variance. These indicators were further investigated using confirmatory factor analysis through AMOS 7.0. To test its veracity, multiple fit indices and Cronbach alpha coefficient were employed which resulted to good fit. The inter-factor analysis showed that there is a significant correlation between and among the identified factors. Based on the confirmatory factor analysis, the teaching effectiveness inventory is a valid and reliable instrument that can be used to evaluate the clinical instructors supervising the students for their Related Learning Experience (RLE). Thus, output of the study is a Teaching Effectiveness Inventory for Filipino Nurse Clinical Instructor (TEIFilNCI) which consists of six (6) major competencies with thirty-six (36) indicators/behaviors that characterized the identified competencies. These competencies are (1) foster personal and professional exemplar with 11 indicators, (2) exhibit mastery of core knowledge and skills with 5 indicators, (3) display firm kindness behavior with 6 indicators, (4) advocate transformational mentoring with 4 indicators, (5) create positive clinical milieu with 7 indicators and (6) inculcate caring Filipino value with 3 indicators.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/