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Cultural meaning of course evaluation among nursing students and faculties in Korea

Title
Cultural meaning of course evaluation among nursing students and faculties in Korea
Authors
Kim M.Cha C.
Ewha Authors
김미영차지영
SCOPUS Author ID
김미영scopus; 차지영scopus
Issue Date
2013
Journal Title
Nurse Education Today
ISSN
0260-6917JCR Link
Citation
vol. 33, no. 6, pp. 639 - 643
Indexed
SCIE; SSCI; SCOPUS WOS scopus
Abstract
Background: Course evaluations have been used widely in universities without studying how they are perceived in different cultural backgrounds. Purpose: The purpose of this study was to explore the perception of course evaluations in nursing schools in Korea from both students' and faculty's perspectives with a consideration for their cultural background. Design: An ethnographic approach was used to explore the meaning of course evaluations in a cultural context. Settings: Participants were recruited from four nursing schools in urban and rural areas of Korea. Data: Data were acquired from individual and focus group interviews, course evaluation tools, a course evaluation diary, and debriefing notes. Methods: Data were analyzed using a five-step approach suggested by Roper and Shapira. Findings: Faculty changed their attitudes concerning course evaluations from negative to positive over time, while students maintained a negative attitude. Unique features of the nursing curriculum and nursing training were identified as influencing factors. Both the faculty and students made useful suggestions to create more meaningful course evaluations. Conclusions: A means to reconcile the gap in course evaluation perceptions between faculty and students is necessary. Evaluating systems and tools need to be developed with a consideration to particular disciplinary characteristics and cultural backgrounds. © 2011 Elsevier Ltd.
DOI
10.1016/j.nedt.2011.12.008
Appears in Collections:
간호대학 > 간호학전공 > Journal papers
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