Baccalaureate and graduate nursing faculty attitudes toward and perceptions of interactive television teaching
Katherine Dorothea Bodenbender, The University of Iowa, United States
The University of Iowa . Awarded
This study involved baccalaureate and graduate nursing faculty who use or have used interactive television in the delivery of distance education. The purpose of the study was to describe attitudes toward interactive television teaching (ITT), perceptions of amount of administrative and institutional encouragement currently provided and that needs to be provided, rewards provided and degree to which those rewards need to be provided, importance of developmental opportunities, and the availability and amount of developmental opportunities at their institutions.
Data collection was conducted in two phases. In Phase I, questionnaires were sent to 580 heads of 500 nursing programs listed in the NLN Guide to Undergraduate RN Education (1995) and the Annual Guide to Graduate Education Programs 1995-1995 (1995) in order to identify nursing programs using ITT in the delivery of distance nursing education and to identify the nursing faculty involved with ITT. A total of 399 nursing program heads, representing 372 of the 500 institutions responded. A total of 105 institutions were using ITT, 267 were not using ITT, and 759 faculty members were reported to be involved with ITT.
In Phase II, questionnaires were sent to 693 nursing faculty in 96 institutions. A total of 502 questionnaires were returned (72.44%). Of this number, 460 were usable (66.38%). The 460 respondents represented 91 institutions of higher education.
Results suggest that nursing faculty feel that (1) their participation in ITT is important to help non-traditional students be able to take college courses; (2) encouragement provided at their institutions is less than amount needed; (3) participation in ITT needs to receive professional recognition, and needs to be considered in promotion and tenure; (4) additional compensation needs to be provided for ITT; (5) eight developmental opportunities are either critically important or very important; (6) only one developmental opportunity--orientation to the use of the equipment--is available in sufficient quantity; (7) four developmental opportunities are not available in amounts commensurate with the level of perceived importance.
Based on the conclusions, six recommendations are presented for administrators and selected others at colleges and universities using ITT for distance nursing education.
Bodenbender, K.D. Baccalaureate and graduate nursing faculty attitudes toward and perceptions of interactive television teaching. Ph.D. thesis, The University of Iowa.
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