Creativity Fostering Behaviors in the Nurse Educator-Evidence Based Nursing Education

1. Creativity Fostering Behaviors in the Nurse Educator-Evidence Based Nursing Education • Barbara Taylor, PhD, RN October 30, 2007

3. Statement of the Problem • 3 studies demonstrate that at the end of a nursing program, creativity is diminished or absent (Eisenman, 1970; Pettigrew, 1988; Sullivan, 1987). • Many nurse educators teach the way they were taught-behaviorist learning. • Current literature advocates for nursing education research to utilize teaching/learning methods which are evidenced based.

4. Theoretical Framework • Cropley’s Theory of Behavior Characteristics of Creativity Fostering Behavior • Nine behaviors- • Encourage students to learn independently (Independence). • Having a socially integrative style of teaching (Integration).

5. Theoretical Framework cont’d • Motivating students to master factual knowledge as a solid base for divergent thinking (Motivation) • Delaying judgment of student ideas (Judgment) • Encouraging flexible thinking in students (Flexibility) • Promote self-evaluation in students (Evaluation)

6. Theoretical Framework cont’d • Taking student questions seriously (Questioning). • Offering opportunities to work with a variety of materials and in different conditions (Opportunities). • Helping students learn to cope with frustration and failure so that they will try again (Frustration).

7. Study Variables Defined • Creativity Fostering Behaviors- teacher influence and acceptance of student creativity. • Intrinsic Motivation-personal interest and enjoyment in teaching: a passionate interest.

8. Study Variables Defined-cont’d • Teaching/Learning Environment Includes those forces which are relevant to, and influence the educator approach to learning in the classroom. Determined by the goals set for emphasis in the classroom. Incorporates the Cropley’s creativity fostering behaviors.

9. Study Variables cont’d • Class Size • Years in Teaching • Institution Type None of these variables have been studied in relation to creativity fostering behaviors.

10. Measurement of study variables • Creativity fostering behaviors-Creativity Fostering Teacher Index (CFTI)-45 items (alpha.89) • Motivation- Intrinsic Motivation Inventory (IMI)- 22 items (alpha .67) • Teaching/Learning Environment- Teaching Goals Inventory (TGI)- 52 items (alpha .88)

11. Study Aims • 1. To describe creativity fostering behaviors in the nurse educator. • 2. To examine the relationship between motivation and teaching/learning environment on the dependent variable of creativity fostering behaviors.

12. Aims cont’d • 3. To examine the relationship among the variables of class size, number of years teaching, and creativity fostering behaviors. • 4. To find out if there is a difference between creativity fostering behaviors in the nurse educator and university type.

13. Sample • BSN nurse educators in the state of California • Names retrieved from the AACN member website • 453 packets mailed • Included a $150 Southwest Airline voucher for return by a specific date.

14. Data Collection Procedure • 117 packets were returned target date • 24 of these were either returned due to incorrect address, the respondent was not eligible to participate or incomplete data • n=93

15. Demographic Description of Sample • 93% female • 91% Caucasian • Mean age of 53.43 • 65% from a public university • Med/Surg most common clinical speciality • Mean of 29.15 years in nursing • Mean of 15.21 years in nursing education

16. Demographics cont’d • Class Size-range from 10-95 • Last Degree Obtained • 39% MSN or MN • 13% doctorate in nursing • 20% education doctorate • 8% DNSc • 16% doctorates in other areas

17. Data Analysis • Aim 1. CFTI scores ranged from 155-264, with highest possible score 270. • 58% scored >220 • A score of 250 would imply that the nurse educator demonstrates more creativity fostering behaviors than the nurse educator who scored 155

18. Data Analysis cont’d • Aim 2. Creativity fostering behaviors significantly correlated with intrinsic motivation, p = .001 • Significant correlation with creativity fostering and each subscale in the TGI. Higher Order Thinking Skills p = .001 Discipline Specific subscale p < .001

19. Data Analysis cont’d • Aim 3. No significance demonstrated among the variables of class size, number of years teaching, and creativity fostering behaviors. • Aim 4. Using a t-test for independent samples, public university educators had higher mean scores on the CFTI. • Public SD = 23.46, M = 225.90 n=60 • Private SD = 19.57, M= 218.69 n=33

20. Incidental findings-totally unrelated to study aims • On the TGI question #17 asks to rank the importance of “improve mathematical skills” • 15% ranked “not applicable” • 18% ranked “unimportant” • 8% ranked “essential

21. Significance to Nursing Education • First empirical evidence that there is a relationship among the variables of intrinsic motivation, teaching/learning environment goals, and creativity fostering behaviors. • This study provides for evidenced based teaching/learning practices. • Provides evidence that the lack of student creativity may be an education/educator problem. • Nursing faculty need to reassess pedagogical approach to teaching.

22. Further Research • Linking creativity fostering to a specific student outcome. • Finding a tool that better measures intrinsic motivation for the nurse educator. • Qualitative investigation regarding nurse educator understanding of creativity fostering. • Linking creativity to new graduate transition