The purpose of this study was to explore the initial perceptions and experiences of faculty whose classes were moved to an online/distance delivery as a result of the COVID-19 pandemic. Using mixed methods online survey methodology, the researchers sought to describe faculty perceptions relative to their response to moving all university courses online within the timeframe allotted by university leadership. Building upon this groups' previous research, which focused on the relationships among care and rigor in the online teaching/learning environment, the researchers designed survey questions to further explore these concepts during a time of chaos. The survey addressed faculty perceptions and lived experiences related to supporting this transition, previous experiences with online teaching, the role of rigor and care in course design and implementation, and opportunities for demonstrating care toward colleagues. Information gleaned from the study will help to inform university leadership, instructional design support personnel, and faculty. As the long-term economic, social, and academic effects are realized across the world, the researchers anticipate significant changes in higher education.
Lateral and horizontal violence, bullying, and incivility among nurses are associated with negative patient and personnel outcomes. Positive working relationships (collegial) have received little attention in nursing research. The lack of a measurement tool for collegiality is a crucial gap in the state of this area of nursing science. The Survey of Collegial Communication (SCC; Beyer, 1979) was developed to study collegiality among nursing faculty; however, it is unclear whether the tool is appropriate for use with staff nurses. The purpose of this methodological study was to determine content and construct validity of the SCC specifically when employed with acute care bedside staff nurses. The SCC is a 40-item instrument based on Likert's ideal model of highly effective work groups. Content validity analysis (CVA) utilized a panel of five experts, including a staff nurse, three nurse researchers with experience in work environments, and one nurse educator. Content validity indices (CVI) were calculated for each item, and qualitative comments were considered. The SCC's eight "components" consist of five items each. The components are confidence/ trust, teamwork, open communication, mutual help, mutual support, creativity, freedom from threat, and friendliness/enjoyment. Validity of the construct and it's applicability to staff nurses were studied through two focus groups consisting of bedside staff nurses working in acute care. A structured interview guide aided in gathering staff nurse perceptions of the components of collegiality. Item-specific CVA resulted in indices ranging from 0.6 to 1. Total scale relevance resulted in a CVI of 1. As a result of the CVIs and qualitative data, two items were deleted. Two additional items were created, and the wording of 12 items was revised. Focus group data were transcribed and analyzed for themes. Each theme clearly matched one of the eight components of the SCC. Content and construct validity of the SCC have been supported through minor revisions to the instrument. The revised instrument is applicable and appropriate for use with acute care bedside staff nurses. The SCC would benefit from further psychometric testing with a larger sample to include factor analysis, updated reliability analysis, and further validity analysis.
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