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護理核心課程之教學效果評量工具的發展與評價
Background: There have been few evidence-based assessments of nursing education core curricula. To conduct such assessments effectively, researchers need an objective professional tool that addresses the principal competencies of the nursing profession. Purpose: The aim of this study was to develop...
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| Published in: | The Journal of Nursing Research 2012-09, Vol.20 (3), p.228-236 |
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| Language: | Chinese |
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| container_end_page | 236 |
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| container_title | The Journal of Nursing Research |
| container_volume | 20 |
| creator | 張淑芳 |
| description | Background: There have been few evidence-based assessments of nursing education core curricula. To conduct such assessments effectively, researchers need an objective professional tool that addresses the principal competencies of the nursing profession.
Purpose: The aim of this study was to develop a preliminary assessment tool to improve teaching effectiveness in nursing core curricula.
Methods: This study was divided into four stages: (a) initial questionnaire content proposal, (b) expert validation, (c) random sampling, and (d) item and exploratory factor analysis.
Results: We used exploratory factor analysis to analyze three factors, namely (a) learning preparation, (b) advancement of competence, and (c) learning evaluation. These three factors explained, respectively, 43.1%, 12.9%, and 7.5% of total variance; the three together explained 63.5% of total variance. Overall questionnaire reliability was .904. All correlation coefficients displayed moderately positive relationships among subscales.
Conclusion |
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Purpose: The aim of this study was to develop a preliminary assessment tool to improve teaching effectiveness in nursing core curricula.
Methods: This study was divided into four stages: (a) initial questionnaire content proposal, (b) expert validation, (c) random sampling, and (d) item and exploratory factor analysis.
Results: We used exploratory factor analysis to analyze three factors, namely (a) learning preparation, (b) advancement of competence, and (c) learning evaluation. These three factors explained, respectively, 43.1%, 12.9%, and 7.5% of total variance; the three together explained 63.5% of total variance. Overall questionnaire reliability was .904. All correlation coefficients displayed moderately positive relationships among subscales.
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Purpose: The aim of this study was to develop a preliminary assessment tool to improve teaching effectiveness in nursing core curricula.
Methods: This study was divided into four stages: (a) initial questionnaire content proposal, (b) expert validation, (c) random sampling, and (d) item and exploratory factor analysis.
Results: We used exploratory factor analysis to analyze three factors, namely (a) learning preparation, (b) advancement of competence, and (c) learning evaluation. These three factors explained, respectively, 43.1%, 12.9%, and 7.5% of total variance; the three together explained 63.5% of total variance. Overall questionnaire reliability was .904. All correlation coefficients displayed moderately positive relationships among subscales.
Conclusion</description><subject>MEDLINE</subject><subject>SCIE</subject><subject>Scopus</subject><subject>SSCI</subject><subject>TSCI</subject><subject>TSSCI</subject><subject>探索性因素分析</subject><subject>教學評量</subject><subject>核心能力</subject><subject>護理核心課程</subject><subject>項目分析</subject><issn>1682-3141</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><recordid>eNpjYeA0NLMw0jU2NDHkYOAtLs5MMjAxNDA0NTc25WSwf7F2-_MJbc8W7Hi6v_nFqk3PV3Q_2dn9bOrMp2t3PJva8WzenBcrp75s73-6fenT1u3PZ7U8n7nn6capLzrageJPm3fyMLCmJeYUp_JCaW4GGTfXEGcP3YzK8tSk-IzKotTElHgDAyMTcwMDS2MC0gAgm0iO</recordid><startdate>201209</startdate><enddate>201209</enddate><creator>張淑芳</creator><general>臺灣護理學會</general><scope>9RA</scope></search><sort><creationdate>201209</creationdate><title>護理核心課程之教學效果評量工具的發展與評價</title><author>張淑芳</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-hyweb_hyread_002470093</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>chi</language><creationdate>2012</creationdate><topic>MEDLINE</topic><topic>SCIE</topic><topic>Scopus</topic><topic>SSCI</topic><topic>TSCI</topic><topic>TSSCI</topic><topic>探索性因素分析</topic><topic>教學評量</topic><topic>核心能力</topic><topic>護理核心課程</topic><topic>項目分析</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>張淑芳</creatorcontrib><collection>HyRead台灣全文資料庫</collection><jtitle>The Journal of Nursing Research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>張淑芳</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>護理核心課程之教學效果評量工具的發展與評價</atitle><jtitle>The Journal of Nursing Research</jtitle><date>2012-09</date><risdate>2012</risdate><volume>20</volume><issue>3</issue><spage>228</spage><epage>236</epage><pages>228-236</pages><issn>1682-3141</issn><abstract>Background: There have been few evidence-based assessments of nursing education core curricula. To conduct such assessments effectively, researchers need an objective professional tool that addresses the principal competencies of the nursing profession.
Purpose: The aim of this study was to develop a preliminary assessment tool to improve teaching effectiveness in nursing core curricula.
Methods: This study was divided into four stages: (a) initial questionnaire content proposal, (b) expert validation, (c) random sampling, and (d) item and exploratory factor analysis.
Results: We used exploratory factor analysis to analyze three factors, namely (a) learning preparation, (b) advancement of competence, and (c) learning evaluation. These three factors explained, respectively, 43.1%, 12.9%, and 7.5% of total variance; the three together explained 63.5% of total variance. Overall questionnaire reliability was .904. All correlation coefficients displayed moderately positive relationships among subscales.
Conclusion</abstract><cop>台灣</cop><pub>臺灣護理學會</pub></addata></record> |
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| identifier | ISSN: 1682-3141 |
| ispartof | The Journal of Nursing Research, 2012-09, Vol.20 (3), p.228-236 |
| issn | 1682-3141 |
| language | chi |
| recordid | cdi_hyweb_hyread_00247009 |
| source | ROAD: Directory of Open Access Scholarly Resources |
| subjects | MEDLINE SCIE Scopus SSCI TSCI TSSCI 探索性因素分析 教學評量 核心能力 護理核心課程 項目分析 |
| title | 護理核心課程之教學效果評量工具的發展與評價 |
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