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dc.contributor.authorMoreau, Paula J.
dc.contributor.authorSullivan-Bolyai, Susan
dc.contributor.authorNdiwane, Abraham N.
dc.contributor.authorJaffarian, Carol A.
dc.date2022-08-11T08:09:05.000
dc.date.accessioned2022-08-23T16:17:21Z
dc.date.available2022-08-23T16:17:21Z
dc.date.issued2017-08-01
dc.date.submitted2018-02-15
dc.identifier.citation<p>J Nurs Meas. 2017 Aug 1;25(2):108-129. doi: 10.1891/1061-3749.25.2.E108. <a href="https://doi.org/10.1891/1061-3749.25.2.E108">Link to article on publisher's site</a></p>
dc.identifier.issn1061-3749 (Linking)
dc.identifier.doi10.1891/1061-3749.25.2.E108
dc.identifier.pmid28789743
dc.identifier.urihttp://hdl.handle.net/20.500.14038/34544
dc.description<p>Paula J. Moreau undertook this study as a doctoral student (view her <a href="https://escholarship.umassmed.edu/gsn_diss/39/" target="_blank" title="Moreau dissertation">dissertation</a>) in the Graduate School of Nursing at UMass Medical School.</p>
dc.description.abstractBACKGROUND AND PURPOSE: The purpose of this study was to develop a reliable and valid measure of faculty response patterns to the needs of underrepresented minority (URM) nursing students. METHODS: A mixed-method approach. RESULTS: The 10-item scale was found to be valid (content validity index [CVI] = .81) and reliable (Cronbach's alpha = .81). Principle component factor analysis with varimax rotation yielded a 3-factor solution that explained 66% of the variance in faculty engagement with URM students. The Cronbach's alpha for the 3 factors ranged from .72 to .78. Higher scores were associated with older faculty who had been teaching longer and had more experience teaching URM students. CONCLUSION AND IMPLICATIONS: The results of the study provide preliminary evidence for the internal consistency and content, criterion-related, and construct validity of the scale.
dc.language.isoen_US
dc.relation<p><a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=28789743&dopt=Abstract">Link to Article in PubMed</a></p>
dc.relation.urlhttps://doi.org/10.1891/1061-3749.25.2.E108
dc.subjectinstrument development
dc.subjectnursing education
dc.subjectfaculty engagement
dc.subjectunderrepresented minority nursing students
dc.subjectMedical Education
dc.subjectNursing
dc.subjectPsychiatry and Psychology
dc.titleDevelopment and Psychometric Testing of a Measure to Evaluate Faculty Engagement With Underrepresented Minority Nursing Students
dc.typeArticle
dc.source.journaltitleJournal of nursing measurement
dc.source.volume25
dc.source.issue2
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/gsn_pp/55
dc.identifier.contextkey11558846
html.description.abstract<p>BACKGROUND AND PURPOSE: The purpose of this study was to develop a reliable and valid measure of faculty response patterns to the needs of underrepresented minority (URM) nursing students.</p> <p>METHODS: A mixed-method approach.</p> <p>RESULTS: The 10-item scale was found to be valid (content validity index [CVI] = .81) and reliable (Cronbach's alpha = .81). Principle component factor analysis with varimax rotation yielded a 3-factor solution that explained 66% of the variance in faculty engagement with URM students. The Cronbach's alpha for the 3 factors ranged from .72 to .78. Higher scores were associated with older faculty who had been teaching longer and had more experience teaching URM students.</p> <p>CONCLUSION AND IMPLICATIONS: The results of the study provide preliminary evidence for the internal consistency and content, criterion-related, and construct validity of the scale.</p>
dc.identifier.submissionpathgsn_pp/55
dc.contributor.departmentGraduate School of Nursing
dc.source.pages108-129


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