Course evaluation instrumentation: Development and validation for alignment with teaching effectiveness and learner outcomes

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2025-07-16 DOI:10.1016/j.teln.2025.04.016

Rita D’Aoust PhD , Chakra Budhathoki PhD , Joanne Silbert-Flagg DNP , Roberto Galao Malo DNP, AGACNP, FNP , Catherine Ling PhD , Nancy Russell DNP , Marianne Fingerhood DNP , Sarah E. Slone DNP, PhD

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引用次数: 0

Abstract

Background

Student course evaluations provide essential feedback on teaching effectiveness and course quality. However, nursing education requires measurement tools aligned with competency-based education standards and evidence-based teaching practices to yield meaningful improvement data.

Aim

Develop a comprehensive instrument for students and faculty that accurately reflects evidence-based teaching indicators while providing actionable feedback for continuous quality improvement in nursing education courses.

Methods

A task force employed a modified Delphi approach to identify quality categories and performance indicators, subsequently distributing candidate items to faculty for input. The instrument underwent rigorous evaluation using exploratory factor analysis (EFA) with an analysis dataset (N = 1,337) followed by confirmatory factor analysis (CFA) with an independent validation dataset (N = 1,056).

Results

The finalized 26-item instrument demonstrated excellent sampling adequacy (Kaiser-Meyer-Olkin = 0.966) with significant sphericity (x² [210] = 27,285; p < 0.001). The first 5 factors explained 79.7% of variance, with CFA results confirming the factor structure.

Conclusions

This systematically developed course evaluation tool provides nursing educators with valid and reliable measures of teaching effectiveness and course quality that align with best practices while offering concrete metrics for targeted improvement efforts.

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课程评估工具：开发和验证与教学效果和学习者成果的一致性

学生的课程评估是对教学效果和课程质量的重要反馈。然而，护理教育需要与基于能力的教育标准和基于证据的教学实践相一致的测量工具，以产生有意义的改进数据。目的为学生和教师开发一个全面的工具，准确地反映循证教学指标，同时为护理教育课程的持续质量改进提供可操作的反馈。方法工作组采用改进的德尔菲法确定质量类别和绩效指标，随后将候选项目分发给教师供其输入。采用探索性因子分析（EFA）对分析数据集（N = 1337）进行严格评估，然后采用独立验证数据集（N = 1056）进行验证性因子分析（CFA）。结果最终确定的26项仪器具有良好的采样充分性（Kaiser-Meyer-Olkin = 0.966），球度显著（x2[210] = 27,285;p <； 0.001）。前5个因素解释了79.7%的方差，CFA结果证实了因素结构。该系统开发的课程评估工具为护理教育工作者提供了有效可靠的教学效果和课程质量衡量标准，与最佳实践相一致，同时为有针对性的改进工作提供了具体的指标。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty