A SURVEY OF NURSE EDUCATORS' KNOWLEDGE, USE, AND PERCEPTION OF OUTCOMES ASSESSMENT (CARING).
Contributors: Iowa State University.
Published: 1992
Number of pages: 154
Subjects: Education, Higher.; Health Sciences, Nursing.; Education, Tests and Measurements.
Description: The purposes of this study were: (1) to determine nurse educators' level of knowledge regarding the antecedents which have led to the outcomes assessment movement in higher education, (2) to elicit from nurse educators their knowledge of outcomes assessment and their usage of such information, and (3) to acquire insights from nurse educators concerning their methods of assessing caring by nursing students.

An outcomes assessment questionnaire was sent to the Deans and Chairpersons of 542 baccalaureate nursing programs, all of whom were National League for Nursing accredited. Completed questionnaires were received from 400 programs, resulting in a response rate of 73.8%.

The results of the study indicated that while nurse educators are familiar with the outcomes assessment movement in general, many are not aware of the antecedents that have led to the outcomes movement. Furthermore, many nurse educators were not familiar with state and regional accrediting association requirements regarding outcomes assessment plans. The results also indicated that the primary usage of outcomes assessment information was to improve the curriculum, followed by results not used.

In terms of the outcome of caring, 53.5% of the nursing programs were currently evaluating or planning to evaluate caring behaviors by their nursing students. The most frequent measurement of caring behaviors was values and attitudes toward others. Only 45% of the clinical tools utilized to assess caring specifically identified caring behaviors as an outcome.

Nurse educators' perceptions of outcomes assessment and caring as an outcome confirmed the literature's portrayal that both are active reform movements in nursing education.
Notes: Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4225.

Thesis (PH.D.)--IOWA STATE UNIVERSITY, 1992.

School code: 0097.