Differences in Test Performance and Learner Satisfaction Among Nurses With Varying Autonomy Levels

Continuing Professional Education

Nursing professional development educators, nurses, and their employers want assurances that continuing professional education (CPE) programs have quality and positively influence nursing practice behaviors and subsequent patient outcomes. The goal of this prospective study was to evaluate a model for measuring perceived changes in expertise and perceived utility and applicability of concepts gained from attendance at three types of CPE generally offered at the American Nurses Association's (ANA) 2000 convention. Perceived nursing expertise was measured at before, after, and 6 months following CPE program attendance. Advantages and limitations for use of this CPE evaluation model are described.

A comparison of three teaching methods on learning and retention

The purpose of this study was to examine the relationship of the teaching method used with cognitive learning and learning retention outcomes of nurses when instructed in Imogene King's Theory of Goal Attainment. This study's quantitative, quasi-experimental design examined relationships and/or differences between variables or groups. Cognitive learning and learning retention outcomes were measured by pre-, post- and 1-week posttests. Statistically significant learning took place in all three methods. However, no statistically significant difference was found between teaching method used and cognitive learning or retention. The information gained from this study may provide a stepping stone for enhanced education in the orientation phase of employment, and will provide the impetus for further study.

Continuing Professional Education and Interacting Variables Affecting Behavioral Change in Practice: Instrument Development and Administration

BACKGROUND

Instruments were developed to measure variables identified by Cervero that evaluate the complex processes and effectiveness of continuing professional education.

METHOD

Content validity was established with a panel of experts. Four studies were conducted to determine reliability. Data were merged to conduct factor analysis.

RESULTS

Reliability was confirmed across studies using Cronbach's alpha. Stability was confirmed in a test-retest study. Factor analysis confirmed instrument items measure the concepts of Cervero's Model.

CONCLUSION

The reliable and valid instruments may be useful for continuing education and staff development nurses to measure the effectiveness of education on behavioral change in practice.

Relationship between students' locus of control and satisfaction

This article describes a study that was undertaken to examine the influence of the 'locus of control' (LOC) on perceived satisfaction of nursing students. LOC is an internal, dynamic capacity of an individual which influences how one deals with everyday outcomes. Rotter (1966) proposes that the degree to which people believe their lives are under their own control is an important variable of personality which varies from person to person. People with an internal orientation believe they have control over what happens to them, whereas people with an external orientation attribute what happens to them to fate, luck, chance or powerful others. Three groups of 50 students in first, second and third years of the nursing diploma course were tested on LOC (Rotter, 1966) and satisfaction (Betz et al, 1970; Pennington et al, 1989) questionnaires. It was anticipated that the students would become more internal on the LOC orientation over time and would therefore perceive greater satisfaction with time on the course. The effects of LOC on satisfaction were analysed using t-tests, analysis of variance and Pearson's product-moment correlation. Results showed that students with internal orientation on LOC perceived greater satisfaction than students with an external orientation. However, no significant differences in LOC were found between the groups. The nursing students tested were found to be more external in their LOC orientation than other student populations have been in the past. The implications of this and the other findings for future research are discussed.