Testing Ajzen’s Theory of Planned Behavior for Faculty Simulation Development

Survey of outcomes in a faculty development program on simulation pedagogy

“…These results support findings from a study which used the same instrument to examine the implementation of a nursing faculty educational intervention, and which yielded statistically significant positive effects for all TPB constructs, including attitudes, subjective norms, perceived behavioral control, and intent to use (King et al ., ). Conversely, another study of a nursing faculty training program reported no significant changes in composite mean scores for any of these TPB constructs (Jones et al ., ).…”

“…Participants' general intention to use SimMan in their teaching was evaluated with a 10‐point scale, where higher scores reflected stronger intentions. Cronbach's alphas for pre‐course and post‐course in a previous study were 0.72 and 0.80 for behavioral control, 0.81 and 0.73 for attitude, and 0.71 and 0.67 for subjective norms, respectively (Jones et al ., ). In this study, Cronbach's alphas at pre‐course and post‐course were 0.933 and 0.845 for behavioral control, 0.914 and 0.878 for attitude, and 0.952 and 0.420 for subjective norms, respectively.…”

“…Relatively few studies have measured the outcomes of faculty development programs that could improve educators' use of simulation as an instructional tool (King et al, 2008;Bentley & Seaback, 2011;Chung et al, 2012;Jones et al, 2013). One study of 12 academic programs in the central Texas region reported that, as the result of faculty development workshops, 90% of schools increased the use of simulation and 80% now use simulation as clinical time (Bentley & Seaback, 2011).…”

“…Waxman and Telles (2009) support the use of Benner's novice-to-expert theory in the Bay Area Simulation Collaborative faculty development plan. Two previous studies reported simulation teaching outcomes using constructs from the theory of planned behavior (TPB) (King et al, 2008;Jones et al, 2013). Of the four constructs in the TPB, intention to use is the most important determinant of actual behavioral performance; attitude reflects an overall evaluation of the behavior; subjective norms reflect an individual's perceptions of social pressure to perform a behavior; and perceived behavioral control refers to the degree of personal control that the individual has over the behavior (Jones et al, 2013).…”

“…() found that an educational intervention for 15 nursing faculty members yielded a positive statistically significant effect for all TPB constructs. Conversely, a Summer Simulation Training Fellowship program for 11 nursing faculty members demonstrated no significant changes in any TPB constructs (Jones et al ., ). Thus, there is still a knowledge gap related to the use of TPB constructs.…”