Diffusion of inclusion: Measuring willingness to adopt inclusive teaching strategies in nursing educational environments
Janet A. Levey, PhD, RN-BC, CNE
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The purpose of the study was to: (1) examine psychometric properties of the Willingness to Adopt Inclusive Teaching Strategies (ITSinNE) instrument and (2) measure factors influencing a nurse educator's willingness to adopt inclusive teaching strategies based in universal design for instruction (UDI). Universal design for instruction (UDI) is one approach to facilitate multiple ways of learning and evaluation in various learning environments for all learners; however, it is not well known or researched in nursing education. Diffusion of innovation theory (Rogers, 2003) and universal design for instruction (McGuire & Scott, 2006) provided the theoretical framework for the study. A cross-sectional design was used to measure educators' willingness to adopt inclusive teaching strategies in nursing educational settings. A total of 311 nurse educators were recruited from professional nursing organization electronic mailing lists and conferences. The ITSinNE (55-items) consisted of four domains: Previous Teaching Strategies, Knowledge of Inclusive Teaching Strategies, Social System Support for Inclusive Teaching Strategies, and Willingness to Adopt Inclusive Teaching Strategies in Nursing Education. Cronbach's alphas for almost all of the domain subscales were .7 or greater. The confirmatory factor analysis demonstrated adequate model fit on most indices (exogenous model: &khgr;2 = 0.00; RMSEA = .08; GFI = .96; TLI = .95; WRWR = 1.64; endogenous model: &khgr;2 = 0.00; RMSEA = .18; GFI = .89; TLI = .87; WRWR = 2.64). When the endogenous model domains were all freestanding, model fit indexes improved (&khgr;2 = 0.00; RMSEA = .098; GFI = .97; TLI = .96; WRWR = 1.24). The model as a whole explained 44.8% (R2 = .448) of the variance in WillAdITS. None of the characteristics of a nurse educator contributed to the model, except for years of teaching (B =.-.008, p < .001). Reliability and validity estimates support the continued development of an instrument to examine nurse educator's knowledge, support, and willingness to adopt inclusive teaching strategies. This will enable intervention research to enhance professional development fostering access to content and environments for all learners.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3701124; ProQuest document ID: 1680274296. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Quantitative Research|
|Keywords||Nursing Teaching Strategies;
Universal Design for Instruction (UDI)
|CINAHL Subject(s)||Adaptation, Psychological;
Clinical Assessment Tools--Evaluation;
Clinical Assessment Tools
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Reliability and Validity of the Willingness to Adopt Inclusive Teaching Strategies in Nursing Education Instrument Levey, Janet A. (2016-03-21)Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Purpose and Background/Significance: The purpose of this study is to: (1) examine the psychometric properties of the Willingness to Adopt Inclusive ...
Levey, Janet A. (2016-03-29)Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Universal design for instruction (UDI) is a proactive teaching approach focused on student access to learning environments and a potential catalyst ...
Evaluation of the Validity and Reliability of the Revised Universal Design in Healthcare Education Instrument Levey, Janet A.; Montenegro-Montenegro, Esteban (2018-05-30)The presentation will discuss the revised Universal Design in Healthcare Education instrument measuring healthcare educators' perceptions towards inclusive teaching methods based in universal design (UD) and findings from ...
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