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Creativity Fostering Behaviors in the Nurse Educator-Evidence Based Nursing Education

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Sample BSN nurse educators in the state of California Names retrieved from the AACN member website 453 packets mailed Included a $150 Southwest Airline voucher for ... – PowerPoint PPT presentation

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Title: Creativity Fostering Behaviors in the Nurse Educator-Evidence Based Nursing Education


1
Creativity Fostering Behaviors in the Nurse
Educator-Evidence Based Nursing Education
  • Barbara Taylor, PhD, RN
  • October 30, 2007

2
(No Transcript)
3
Statement of the Problem
  • 3 studies demonstrate that at the end of a
    nursing program, creativity is diminished or
    absent (Eisenman, 1970 Pettigrew, 1988
    Sullivan, 1987).
  • Many nurse educators teach the way they were
    taught-behaviorist learning.
  • Current literature advocates for nursing
    education research to utilize teaching/learning
    methods which are evidenced based.

4
Theoretical Framework
  • Cropleys Theory of Behavior Characteristics of
    Creativity Fostering Behavior
  • Nine behaviors-
  • Encourage students to learn independently
    (Independence).
  • Having a socially integrative style of teaching
    (Integration).

5
Theoretical Framework contd
  • Motivating students to master factual knowledge
    as a solid base for divergent thinking
    (Motivation)
  • Delaying judgment of student ideas (Judgment)
  • Encouraging flexible thinking in students
    (Flexibility)
  • Promote self-evaluation in students (Evaluation)

6
Theoretical Framework contd
  • Taking student questions seriously (Questioning).
  • Offering opportunities to work with a variety of
    materials and in different conditions
    (Opportunities).
  • Helping students learn to cope with frustration
    and failure so that they will try again
    (Frustration).

7
Study Variables Defined
  • Creativity Fostering Behaviors- teacher influence
    and acceptance of student creativity.
  • Intrinsic Motivation-personal interest and
    enjoyment in teaching a passionate interest.

8
Study Variables Defined-contd
  • Teaching/Learning Environment
  • Includes those forces which are relevant to, and
    influence the educator approach to learning in
    the classroom. Determined by the goals set for
    emphasis in the classroom. Incorporates the
    Cropleys creativity fostering behaviors.

9
Study Variables contd
  • Class Size
  • Years in Teaching
  • Institution Type
  • None of these variables have been studied in
    relation to creativity fostering behaviors.

10
Measurement of study variables
  • Creativity fostering behaviors-Creativity
    Fostering Teacher Index (CFTI)-45 items
    (alpha.89)
  • Motivation- Intrinsic Motivation Inventory (IMI)-
    22 items (alpha .67)
  • Teaching/Learning Environment- Teaching Goals
    Inventory (TGI)- 52 items (alpha .88)

11
Study Aims
  • 1. To describe creativity fostering behaviors in
    the nurse educator.
  • 2. To examine the relationship between motivation
    and teaching/learning environment on the
    dependent variable of creativity fostering
    behaviors.

12
Aims contd
  • 3. To examine the relationship among the
    variables of class size, number of years
    teaching, and creativity fostering behaviors.
  • 4. To find out if there is a difference between
    creativity fostering behaviors in the nurse
    educator and university type.

13
Sample
  • BSN nurse educators in the state of California
  • Names retrieved from the AACN member website
  • 453 packets mailed
  • Included a 150 Southwest Airline voucher for
    return by a specific date.

14
Data Collection Procedure
  • 117 packets were returned target date
  • 24 of these were either returned due to incorrect
    address, the respondent was not eligible to
    participate or incomplete data
  • n93

15
Demographic Description of Sample
  • 93 female
  • 91 Caucasian
  • Mean age of 53.43
  • 65 from a public university
  • Med/Surg most common clinical speciality
  • Mean of 29.15 years in nursing
  • Mean of 15.21 years in nursing education

16
Demographics contd
  • Class Size-range from 10-95
  • Last Degree Obtained
  • 39 MSN or MN
  • 13 doctorate in nursing
  • 20 education doctorate
  • 8 DNSc
  • 16 doctorates in other areas

17
Data Analysis
  • Aim 1. CFTI scores ranged from 155-264, with
    highest possible score 270.
  • 58 scored gt220
  • A score of 250 would imply that the nurse
    educator demonstrates more creativity fostering
    behaviors than the nurse educator who scored 155

18
Data Analysis contd
  • Aim 2. Creativity fostering behaviors
    significantly correlated with intrinsic
    motivation, p .001
  • Significant correlation with creativity fostering
    and each subscale in the TGI. Higher Order
    Thinking Skills
  • p .001
  • Discipline Specific subscale p lt .001

19
Data Analysis contd
  • Aim 3. No significance demonstrated among the
    variables of class size, number of years
    teaching, and creativity fostering behaviors.
  • Aim 4. Using a t-test for independent samples,
    public university educators had higher mean
    scores on the CFTI.
  • Public SD 23.46, M 225.90 n60
  • Private SD 19.57, M 218.69 n33

20
Incidental findings-totally unrelated to study
aims
  • On the TGI question 17 asks to rank the
    importance of improve mathematical skills
  • 15 ranked not applicable
  • 18 ranked unimportant
  • 8 ranked essential

21
Significance to Nursing Education
  • First empirical evidence that there is a
    relationship among the variables of intrinsic
    motivation, teaching/learning environment goals,
    and creativity fostering behaviors.
  • This study provides for evidenced based
    teaching/learning practices.
  • Provides evidence that the lack of student
    creativity may be an education/educator problem.
  • Nursing faculty need to reassess pedagogical
    approach to teaching.

22
Further Research
  • Linking creativity fostering to a specific
    student outcome.
  • Finding a tool that better measures intrinsic
    motivation for the nurse educator.
  • Qualitative investigation regarding nurse
    educator understanding of creativity fostering.
  • Linking creativity to new graduate transition
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