A Comparative Study of Assessment Grading and Nursing Students' Perceptions of Quality in Sessional and Tenured Teachers

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dc.contributor.author Salamonson, Yenna en_US
dc.contributor.author Halcomb, Elizabeth en_US
dc.contributor.author Andrew, Sharon en_US
dc.contributor.author Peters, Kath en_US
dc.contributor.author Jackson, Debra en_US
dc.contributor.editor en_US
dc.date.accessioned 2012-02-02T10:59:21Z
dc.date.available 2012-02-02T10:59:21Z
dc.date.issued 2010 en_US
dc.identifier 2010001979 en_US
dc.identifier.citation Salamonson Yenna et al. 2010, 'A Comparative Study of Assessment Grading and Nursing Students' Perceptions of Quality in Sessional and Tenured Teachers', Wiley-Blackwell, vol. 42, no. 4, pp. 423-429. en_US
dc.identifier.issn 1527-6546 en_US
dc.identifier.other C1UNSUBMIT en_US
dc.identifier.uri http://hdl.handle.net/10453/15531
dc.description.abstract Purpose: Although the global nursing faculty shortage has led to increasing reliance upon sessional staff, limited research has explored the impact of these sessional staff on the quality of teaching in higher education. We aim to examine differences in (a) student satisfaction with sessional and tenured staff and (b) assessment scores awarded by sessional and tenured staff in students' written assignments. Design: A comparative study method was used. Participants were recruited from students enrolled in the three nursing practice subjects across the 3 years of the baccalaureate program in an Australian university during the second semester of 2008. Methods: This study collected student data via an online version of the Perceptions of Teaching and Course Satisfaction scale and compared the grades awarded by sessional and tenured academics for a written assessment in a single assignment in each of the nursing practice subjects. Of the 2,045 students enrolled in the nursing practice subjects across the 3 years of the bachelor of nursing (BN) program, 566 (28%) completed the online teaching and course satisfaction survey, and 1,972 assignment grades (96%) were available for analysis. Findings: Compared with tenured academics, sessional teachers received higher rating on students' perception on teaching satisfaction by students in Year 1 (p = .021) and Year 2 (p = .002), but not by students in Year 3 (p = .348). Following the same trend, sessional teachers awarded higher assignment grades to students in Year 1 (p < .001) and Year 2 (p < .001) than tenured academics, with no significant disparity in grades awarded to students in Year 3. en_US
dc.language en_US
dc.publisher Wiley-Blackwell en_US
dc.relation.isbasedon http://dx.doi.org/10.1111/j.1547-5069.2010.01365.x en_US
dc.title A Comparative Study of Assessment Grading and Nursing Students' Perceptions of Quality in Sessional and Tenured Teachers en_US
dc.parent Journal Of Nursing Scholarship en_US
dc.journal.volume 42 en_US
dc.journal.number 4 en_US
dc.publocation Malden, USA en_US
dc.identifier.startpage 423 en_US
dc.identifier.endpage 429 en_US
dc.cauo.name FOH.Faculty of Health en_US
dc.conference Verified OK en_US
dc.for 111000 en_US
dc.personcode 0000027623 en_US
dc.personcode 0000027651 en_US
dc.personcode 0000054254 en_US
dc.personcode 0000063032 en_US
dc.personcode 112168 en_US
dc.percentage 100 en_US
dc.classification.name Nursing en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Sessional teachers; undergraduate nurse education; higher education; nursing workforce en_US
dc.staffid 112168 en_US


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