Factors influencing undergraduate nursing students’ evaluation of teaching effectiveness in a nursing program at a higher education institution in Namibia

Abstract

BackgroundThe evaluation of teaching in higher education is gaining momentum as education takes a holistic learning approach, where the perspectives of students are considered important. Yet, no studies have been undertaken on the factors influencing undergraduate nursing students’ evaluation of teaching effectiveness in Namibia. AimTo investigate the factors associated with undergraduate nursing students’ evaluation of teaching effectiveness at a higher education institution in Namibia. Methods and materialsA cross-sectional survey was used to collect data from 148 respondents, using an online survey. Data were analysed using SPSS version 27.0. Descriptive statistics were used to describe the respondents’ demographic characteristics while inferential statistics determined the relationship between the study variables. ResultsThe overall mean score of 3.16 ± 1.35 on students’ evaluation of teaching effectiveness was reasonably high. The correlation analysis showed a statistical significant correlation between the delivery and organisation factors (r = 0.2; p = < 0.05) on teaching effectiveness. The logistic analysis identified teaching preferences (β = 0.44; p = 0.00), program design encourage hard work (β = 0.43; p = 0.00), fair and immediate feedbacks (β = 0.42; p = 0.00), and interactive presentations (β = 0.39; p = 0.00) as factors influencing teaching effectiveness in this study. ConclusionThe results of this study identified that providing immediate feedback, and using unbiased tools and teaching methods were some of the major factors influencing teaching effectiveness in this study. Future studies should consider investigating the influence of students' and teachers' characteristics on teaching effectiveness.