Debra Hampton1, Amanda Culp-Roche, Angie Hensley, Jessica Wilson, Jo Ann Otts, Amanda Thaxton-Wiggins, Sharon Fruh, Debra K Moser. 1. Author Affiliations: Interim Assistant Dean of the MSN & DNP Programs, Academic Program Coordinator of the Graduate Leadership Programs, and Assistant Professor (Dr Hampton); Co-coordinator of the RN to BSN Program and Instructor (Dr Culp-Roche); Assistant Clinical Professor (Dr Hensley); and Director of Online Innovation and Co-Coordinator of the RN to BSN Program and Assistant Clinical Professor (Dr Wilson), University of Kentucky College of Nursing, Lexington; Assistant Professor (Dr Otts), University of South Alabama, Mobile; Lecturer and Statistician (Dr Thaxton-Wiggins), University of Kentucky, Lexington; Professor and Associate Dean for Research, Evaluation, and Development (Dr Fruh), University of South Alabama, Mobile; and Professor and Linda C. Gill Endowed Chair, Assistant Dean of the PhD Program and Scholarly Affairs, and Co-director of the Rich Heart Program (Dr Moser), University of Kentucky College of Nursing, Lexington.
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.
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.