Abstract
Objectives
Teacher cooperation can be described as the collaboration of teachers in the form of exchange, synchronisation, and co-construction. The aim of this study was to determine if attitudes towards teacher collaboration, teacher self-efficacy, and perceptions of a safe team climate were related to teacher collaboration activities, as well as if these collaboration activities fostered professional development.
Methods
An explorative study using an online questionnaire was conducted. A total of 202 (n=202) nursing educators participated. Scales measuring teacher collaboration, professional development, teacher self-efficacy, and safe team climate were used. Data analysis included explorative and confirmatory factor analysis, correlation analysis, and structural equation modelling.
Results
The results showed a positive relation between teacher self-efficacy, perceptions of a safe team climate, and attitudes towards teacher collaboration with collaboration activities.
Conclusions
The results underline the importance of offering collaborative settings and opportunities for educators to reflect on their experiences during teacher training.
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Research funding: None declared.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Authors state no conflict of interest.
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Informed consent: Informed consent was obtained from all individuals included in this study
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Ethical approval: Ethical approval was obtained from the ethics committee of the local Institutional Review Board.
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Articles in the same Issue
- Nurses’ and nurse educators’ experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda
- Literature Reviews
- Measuring academic satisfaction in nursing students: a systematic review of the instruments
- Pediatric practicums in undergraduate nursing programs: an integrative review
- Research Articles
- Nursing educators’ collaboration and professional development: a cross-sectional study
- Ethical tension in nursing education: a challenge for faculty values and beliefs
- Improving practicing nurses’ knowledge and perceptions of older people: a quasi-experimental study
- Embracing diversity: measuring the impact of an international immersion learning experience on nursing students’ cultural beliefs and values
- Lower academic performance and dropout rates among University students with children: a prospective cohort study of nursing students in Bogotá, Colombia
- Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience
- Faculty supportive behaviors and nursing student mental health: a pilot study
- Intention and motivation to pursue higher education among registered nurses and midwives: a cross-sectional study during COVID-19
- An analysis of nursing and medical students’ attitudes towards and knowledge of Alzheimer’s Disease (AD)
- Assessing non-technical skills in undergraduate nursing students: a validation study
- Developing nursing students’ informatics competencies – A Canadian faculty perspective
- A creative approach for undergraduate nursing students to learn anatomy and physiology: a qualitative exploratory study
- Resilience and GRIT among undergraduate nursing students during the COVID 19 pandemic
- The effect of advocacy education of nursing students on attitudes towards disability: a quasi-experimental study
- Knowledge and perceptions of adverse childhood experiences (ACEs) among prelicensure nursing students
- Narrative photography with an expert patient as a method to improve empathy: a satisfaction study with health sciences students
- Self-efficacy beliefs among baccalaureate nursing students – A cross-sectional, comparative study
- Learning on the periphery: a modified Delphi study of a nursing student communities of practice model
- Clinical instruction in mental health nursing: students’ perceptions of best practices
- The experience of novice nurse faculty in Saudi Arabia
- Effective factors and challenges of forming transformational education in the nursing education system: a qualitative study
- Predictors associated with new nursing faculty’s intent to leave nursing academia: teaching preparation in doctoral program, institutional supports, and job satisfaction
- Flipped or traditional online teaching? Two different strategies to handle teaching in nursing education during the COVID-19 pandemic
- Application of the cognitive load theory in prelicensure nursing education: a quantitative measurement focusing on instructional design
- Educational Process, Issue, Trend
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- Virtual patients: an option for future distance midwifery education?