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Keywords

nursing education, online education, online nursing faculty, satisfaction, teaching self-efficacy

 

Authors

  1. Hampton, Debra PhD, MSN, FACHE, NEA-BC, CENP
  2. Culp-Roche, Amanda PhD, APRN
  3. Hensley, Angie DNP, APRN
  4. Wilson, Jessica PhD, APRN
  5. Otts, Jo Ann DNP
  6. Thaxton-Wiggins, Amanda PhD
  7. Fruh, Sharon PhD
  8. Moser, Debra K. PhD, FAHA, FAAN

Abstract

Background: Growth of online education has increased the demand for satisfied educators with perceived self-efficacy in online teaching. Teaching self-efficacy is an indicator of the belief that one can make a difference in student learning outcomes.

 

Purpose: The aim of this study was to examine the level of teaching self-efficacy and satisfaction of online nursing faculty.

 

Methods: This study used a descriptive cross-sectional survey design. Faculty satisfaction was measured by the Online Instructor Satisfaction Measure, and self-efficacy for online teaching was measured by the Michigan Nurse Educator's Sense of Efficacy for Online Teaching instrument.

 

Results: The sample included 100 faculty in multiple schools of nursing who taught at least 1 online course in RN to BSN or graduate nursing programs. Overall, participants had relatively high levels of online teaching self-efficacy and satisfaction.

 

Conclusions: Teacher self-efficacy can be facilitated through faculty development and increased experience teaching online.