An evidence-based intervention to address students’ understanding of assignments and improve faculty teaching evaluation scores
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Author Information
- Author(s)
- Details
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Mary D. Bondmass, PhD, RN, CNE, School of Nursing, University of Nevada Las Vegas, Las Vegas, Nevada, USA
- Sigma Affiliation
- Zeta Kappa at-Large
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Abstract
This activities describes a simple, but evidence-based intervention to improve students' understanding and performance for course content and assignments. Given that faculty evaluations are often affected by students' understanding of course content, clarity for students may also improve faculty end-of-course evaluation scores.
Repository Posting Date
2020-03-09T17:54:37Z
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All rights reserved by author(s)/presenter(s) unless otherwise stated in this item record or attached files.
Type Information
| Type | Presentation |
| Acquisition | Proxy-submission |
| Review Type | Abstract Review Only: Reviewed by Event Host |
| Format | Text-based Document |
Category Information
| Evidence Level | N/A |
| Research Approach | N/A |
| Keywords | Faculty Evaluation Ratings; Teaching Intervention; Transparency in Course Assignments |
Conference Information
| Name | Nursing Education Research Conference 2020: Transforming Nursing Education Through Evidence Generation and Translation |
| Host | Sigma Theta Tau International; National League for Nursing |
| Location | Washington, DC, USA |
| Date | 2020 |
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
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