The effect of a workshop on Egyptian nurse educators' motivation and attitude toward evidence based teaching

dc.creator	Farida Mahmoud Hassona
dc.creator	Chris Winkelman
dc.creator	Sahar Hamdy El-Sayed
dc.date	2013-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:43Z
dc.date.available	2015-07-20T22:11:43Z
dc.identifier	10.5430/jnep.v3n10p64
dc.identifier	1925-4040
dc.identifier	1925-4059
dc.identifier	https://doaj.org/article/ded90426a34b420d8075cb6fbfa00ebe
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14633
dc.description	<span style="font-family: Times New Roman; font-size: small;"> </span><p class="a"><strong>Background:</strong> Motivations and attitude are known to influence goal directed activity such as adoption of new behaviors in teaching. Accordingly, understanding nurse educators’ motivation and attitudes toward evidence-based teaching is a critical step to successfully transforming the faculty’s culture to use best practices in nursing education. The aim of this study was to examine the effect of workshop, on Egyptian nurse educators' motivation and attitude toward evidence-based teaching over time.</p> <p class="a"><strong>Methods:</strong> Quasi-experimental design with three periods of data collection: a pre-test and two post-test periods at the School of Nursing, Zagazig University, Egypt. A convenience sample of nurse faculties who were invited to attend a one-day workshop was used. There were no exclusion criteria. Four tools were used: the Demographic form, the Follow-up form, The Situational Motivation Scale (SIMS), and the Evidence-Based Nursing Attitude Questionnaire (EBNAQ).</p> <p class="a"><strong>Results:</strong> A total of 48 nurse faculty agreed to participate in the study; they were female with a mean age of 30 years and an average of 5.5 years of experience in academic setting. Half of the participants had master’s degree or higher. There were significant differences between the pre-, post- and follow-up scores in three of the motivation subscales. Regarding “lack of motivation”, these scores and scores of attitude toward evidence based teaching did not change over time. There was a significant difference in the external regulation score comparing faculty subgroups (i.e., implementers versus non-<br /> implementers).</p> <strong>Conclusions:</strong> A workshop about best practices in nursing education fostered increased intrinsic motivation, identified regulation, and external regulation immediately and changes were sustained over a three month period. A total of 23% of workshop participants implemented an evidence-based education strategy after the workshop, promoting best practices in nursing education.<span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 3pt 0in 0pt; line-height: 150%; mso-outline-level: 1;"><span style="color: black; mso-bidi-font-weight: bold;" lang="EN-GB"><span style="font-family: Times New Roman; font-size: small;"> </span></span></p><span style="font-family: Times New Roman; font-size: small;"> </span>
dc.language	English
dc.publisher	Sciedu Press
dc.relation	http://www.sciedu.ca/journal/index.php/jnep/article/view/2017
dc.relation	https://doaj.org/toc/1925-4040
dc.relation	https://doaj.org/toc/1925-4059
dc.source	Journal of Nursing Education and Practice, Vol 3, Iss 10 (2013)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The effect of a workshop on Egyptian nurse educators' motivation and attitude toward evidence based teaching
dc.type	article