• Factors Associated with Transition to Student-Centered Pedagogy in Nursing Educators: A Cross-Sectional, Correlational Study

      Slocumb, Rhonda Harrison; Georgia Baptist College of Nursing
      Student-centered pedagogy (SCP) has positively affected student performance, but transition to SCP in nursing education has not been fully progressed. To facilitate transition to SCP, factors affecting transition to SCP should be examined from nursing educators’ perspectives because of their important roles in the transition. Multidimensional factors that may be associated with transition to SCP have not been frequently examined from educators’ perspectives. Therefore, the purpose of this study was to examine factors associated with transition to SCP in the total sample and in the subgroups based on age, program, and teaching experience. In this cross-sectional, correlational study, a convenience sample of 108 nursing educators were enrolled using social media, online forum, and emails with study information. Data on demographic characteristics, earned degree, knowledge of SCP, belief in effectiveness of SCP, support, situation, strategy, and transition to SCP were collected through an online survey. Multiple regression analyses with the Enter method were used to address the study purpose. The majority of the sample were > 50 years old (52.8%) and female (96.3%). The level of transition to SCP was low (2.76 out of 4), and the levels of knowledge of SCP and belief in effectiveness of SCP were moderate (30.27 and 31.42 out of 40, respectively). Knowledge of SCP was consistently, significantly associated with transition to SCP in the total sample (p < .001) and in all the subgroups: age ≤ 50 years old (p = .001), age > 50 years old (p = .007), teaching associate program (p < .001), teaching baccalaureate and graduate programs (p = .012), teaching experience ≤ 10 years (p = 001), and teaching experience > 10 years (p = .030). In addition, belief in effectiveness of SCP (p = .017) and degree earned (p = .046) were significantly associated with transition to SCP only in the age > 50 years group. Thus, interventions need to be developed and delivered to nursing educators to increase their knowledge of SCP and belief in effectiveness of SCP, and, in turn, to facilitate transition to SCP, especially for nursing educators > 50 years old with higher earned degree.