Date of Conferral
2020
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Stacy E. Wahl
Abstract
A lack of active teaching was identified in a small, rural college in a midwestern state, resulting in negative course evaluations that referenced students’ learning preferences as not being met. This qualitative case study was aligned with Bandura’s theory of self-efficacy to explore the perceptions of nursing administrators and nursing faculty about their teaching methods and self-efficacy regarding the implementation of active learning strategies. A purposeful sampling method was used to select a total of 8 participants: 6 nursing faculty and 2 nursing administrators. Selection criteria included nurse educators and administrators who had worked at the college within the last 5 years. Data from semi structured participant interviews were analyzed using software to identify codes and themes. The following themes emerged: active learning style, challenges to active learning, support for active learning, factors affecting self-efficacy, and faculty development. The results of this study add to the body of literature regarding current active learning best practices and indicate challenges to the implementation of active learning methods at the local level. The findings of this study contribute to positive social change through being used for the creation of a professional development program for nurse educators, aligned to Bandura’s self-efficacy theory, to increase the self-efficacy of nursing educators that will result in an increased use of active learning, which will promote student engagement and critical thinking in the classroom.
Recommended Citation
Helm, Lindsey Ann, "Nursing Administration and Faculty Perceptions of their Self-Efficacy With Active Learning Methods" (2020). Walden Dissertations and Doctoral Studies. 8542.
https://scholarworks.waldenu.edu/dissertations/8542
