Degree Name
Nursing Practice, DNP
Publication Date
9-25-2025
First Advisor
Lisa Drake
Second Advisor
Sandy King
Abstract
This quality improvement (QI) project aims to evaluate the effectiveness of structured training on the Creighton Competency Evaluation Instrument (C-CEI) in improving nursing faculty self-efficacy and grading consistency in clinical student evaluations. Inconsistent clinical grading practices among nursing faculty create barriers to reliable competency evaluation and undermine student outcomes. Guided by the Donabedian Model and Lewin’s Change Theory, with implementation structured by the Plan-Do-Study-Act (PDSA) cycle, a quasi-experimental pre-post intervention design was used. Participants include nursing faculty responsible for clinical evaluations, who completed structured C-CEI training delivered via self-paced modules in a learning management system. Faculty self-efficacy was measured using the Clinical Nursing Teacher Self-Efficacy Scale (CNT-SES), while interrater reliability (IRR) percent agreement was evaluated through competency-based grading comparisons. Results demonstrated statistically significant improvement in faculty self-efficacy scores (p < 0.05) and an increase in IRR from 75% to 89%, exceeding the 80% gold standard for percent agreement. Findings indicate that standardized training enhances faculty confidence and promotes consistent evaluation of student performance. This project contributes to faculty development at the project site and advances nursing education by demonstrating the value of evidence-based training in supporting competency-based assessment.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Guerin, April, "Quality Improvement Project Empowering Nursing Instructors: Faculty Self-Efficacy & Consistency in Simulation Grading" (2025). Doctor of Nursing Practice Projects. 216.
https://arch.astate.edu/dnp-projects/216
