Evaluating the knowledge of those who teach: An analysis of candidates' performance on the Certified Nurse Educator (CNE) examination
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Top Visiting Cities
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Ortelli, Tracy A. by View
Popular Works for Ortelli, Tracy A. by Download
This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of content areas (dependent variables). The Chi-square test of independence revealed the lack of a statistically significant relationship between educational preparation and first-time pass/fail performance on the CNE examination. Independent t-tests revealed a statistically significant relationship between Option B study participants and content area three (use assessment and evaluation strategies), ( t[2,671] = -2.20, p = .03); four (participate in curriculum design and evaluation of program outcomes), (t[2,671] = -2.06, p = .04); and six (engage in scholarship, service, and leadership), (t[2,671] = -2.34, p = .02). Binary logistic regression revealed that a one year increase in full-time employment resulted in a 1.05 times greater likelihood of passing the CNE examination (OR = 1.05; 95% CI 1.03, 1.06; p = .00). Last, simple linear regression revealed that years of full-time faculty employment contributed to 3.2% of the variability within content area four, 2.8% within content area six, and 2.1% within content area three. The results of this study provide insight about faculty development and mentoring needs, present evidence to policy makers and nursing education leaders, and offer guidance to curricula developers.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3617863; ProQuest document ID: 1528557645. 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|
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
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.
Showing items related by title, author, creator and subjects.
Evaluating the Knowledge of Those Who Teach: Doctorally-Prepared Faculty Members' Performance on the Certified Nurse Educator Examination Ortelli, Tracy A. (2014-05-13)Session presented on: Friday, April 4, 2014: Nursing faculty are charged with the professional responsibility of formally educating nurses to fill entry-level and advanced practice positions. Given their responsibility, ...
Academic Nurse Educator Certification (ANEC) Award: Promoting the NLN's CNE credential for Maryland faculty Daw, Peggy E.; D'Aoust, Rita F.The Academic Nurse Educator Certification award is a state grant initiative that demonstrates increased numbers of faculty with CNEs through formal recognition and financial incentives.
Cole, Tiffany N.The healthcare industry has registered nurses from various academic and clinical backgrounds. With nurses accounting for a significant number of healthcare professionals, there is a continued need for nursing students to ...
Can knowledge transfer in nursing students be improved by developing and utilizing a clinical toolkit? Freeman, Traci C.; Hand, Mikel W. (2017-10-11)The purpose of this project is to develop, implement, and evaluate an evidence-based intervention to bridge the gap in knowledge transfer from classroom to clinical. The intervention is a clinical faculty toolkit. The ...
Opperman, Cathleen S. (2017-12-04)Professional Development Nurse Specialists are uniquely qualified to teach, mentor and provide networking opportunities for all roles that develop other employees in the organization. Many different roles provide employee ...