Diffusion of Inclusion: Measuring Willingness to Adopt Inclusive Teaching Strategies in Nursing Educational Environments
Review TypeNone: Degree-based Submission
Repository Posting Date2019-06-03T17:06:36Z
Author(s)Levey, Janet A.
Author DetailsJanet A. Levey, PhD, RN-BC, CNE
Lead Author Sigma AffliationPhi Beta
Level of EvidenceCross-Sectional
Research ApproachQuantitative Research
CINAHL HeadingsAdaptation, Psychological; Clinical Assessment Tools--Evaluation; Education, Nursing; Faculty, Nursing; Instrument Validation; Learning Environment; Teaching Methods; Clinical Assessment Tools
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.
DescriptionThis 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.
Advisor(s)Frenn, Marilyn D.
Degree GrantorMarquette University
NotesThis 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.
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