| As demands for accountability in higher education continue to intensify educators are challenged to develop methods to document and evaluate teaching effectiveness. Traditionally, in higher education, student perception is used to evaluate classroom teaching performance. While a student's perspective on classroom teaching behaviors is valued, it offers a limited picture of the actual process of classroom teaching. Thus the purpose of this qualitative study was to explore RN-BSN students' and faculty perceptions of effective classroom teaching behaviors.; The model selected to guide this study was developed by Dunkin and Biddle (1974) as a method for research on teaching to identify classes of variables to study. The Model for the Study of Classroom Teaching identified the many variables that influence classroom teaching and the use of a process-product model allowed for an exploration of these variables. Data collection methods included semi-structured interviews, direct observation, and instrumentation. Qualitative data analysis included coding, categorization, and data displays. Data analysis also included comparing the perspectives of student participants and faculty, comparing interview data with observation data, instrumentation to evaluate RN-BSN students' professional attitude and student evaluation of faculty teaching. To evaluate a product outcome, a pre-test/post-test measure of the students' professional attitude was obtained. The data analysis revealed no statistically significant gain in professional attitude scores following the completion of this introductory course.; Through design and implementation of this study, baseline data regarding RN students' and faculty perceptions of effective classroom teaching behaviors were captured. A total of seven categories emerged from the faculty responses, student responses, and direct observation including: communication/collegiality, encouragement/feedback, personality traits, personal philosophy, professional competence, supportive environment specific for the adult learner, and teaching strategy. While these findings validate previous findings of perceptions of effective teaching behaviors this is the first study using a RN-BSN population, and thus can serve as baseline data.; The findings lend support to previous findings of perceptions of effective teaching behaviors. Further research with this student population is essential. Hopefully, armed with these baseline data, nurse educators engaged in RN-BSN education could employ classroom teaching behaviors that promote an atmosphere conducive to adult RN students. |
