A Texas Woman's University Research Project

NAPS - Preparing the Future Nursing Workforce
(a study examining stressors and nursing student success)
Cyber-Naps
(a study comparing web-based and interview administration)

Return to Naps Study
Perceived Faculty Support Narrative: Note - The survey instrument has been revised from a 5-point, 24-item Likert Scale (Shelton, 2003) to a 7-point, 24-item Likert scale administered in the NAPS survey. There are many similarities between results from the original study and the Cyber-Naps survey, but this instrument may need additional revalidation.

SURVEY INSTRUMENT: | | Perceived Faculty Support | | ( may require pressing Ctrl key while clicking to allow pop-ups)

REFERENCED STUDIES :
Faculty support and student retention, Elisabeth N Shelton, Journal of Nursing Education; Feb 2003; 42, 2;
ProQuest Nursing & Allied Health Source, pg. 68.

Perceived Faculty Support Data Base:( may require pressing Ctrl key while clicking to allow pop-ups)

Perceived Faculty Support Statistical Results (DESCRIPTIVES, RELIABILITIES, FACTOR ANALYSIS) from on-line Survey of ~60 Senior I Nursing Students conducted on TWU Dallas Campus, October 6, 7 & 8 2006.

Descriptive Statistics

N Range Minimum Maximum Sum Mean Std. Deviation Variance Skewness Kurtosis
Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Statistic Statistic Std. Error Statistic Std. Error
Know if students understand what is being taught 58 5 1 6 194 3.34 .202 1.540 2.370 .198 .314 -.993 .618
Demonstrate respect for students 58 6 1 7 297 5.12 .179 1.365 1.862 -1.169 .314 .661 .618
Set challenging but attainable goals for students 58 6 1 7 303 5.22 .169 1.285 1.651 -1.259 .314 1.358 .618
Acknowledge when students have done well 58 6 1 7 292 5.03 .176 1.337 1.788 -1.068 .314 .935 .618
Are helpful in new situations without taking over 58 6 1 7 288 4.97 .184 1.401 1.964 -1.086 .314 .376 .618
Stress important concepts 58 5 2 7 314 5.41 .182 1.390 1.931 -1.034 .314 .317 .618
Are approachable 58 6 1 7 299 5.16 .201 1.531 2.344 -1.000 .314 .150 .618
Correct students without belittling them 58 6 1 7 294 5.07 .184 1.400 1.960 -1.239 .314 1.424 .618
Listen to students 58 6 1 7 293 5.05 .166 1.262 1.594 -1.130 .314 1.128 .618
Can be trusted 58 6 1 7 288 4.97 .200 1.521 2.315 -.590 .314 -.082 .618
Give helpful feedback on student assignments 58 6 1 7 307 5.29 .186 1.414 2.000 -1.392 .314 1.521 .618
Are open to different points of view 58 6 1 7 249 4.29 .209 1.590 2.527 -.421 .314 -.369 .618
Encourage students to ask questions 58 6 1 7 331 5.71 .169 1.284 1.649 -1.895 .314 4.109 .618
Provide assistance outside of class 58 6 1 7 285 4.91 .205 1.559 2.431 -.945 .314 .453 .618
Vary teaching methods to meet student needs 58 6 1 7 214 3.69 .252 1.921 3.691 .076 .314 -1.347 .618
Make expectations clear 58 6 1 7 276 4.76 .205 1.559 2.432 -.876 .314 -.314 .618
Are patient with students 58 5 2 7 280 4.83 .172 1.313 1.724 -.681 .314 -.411 .618
Are good role models for students 58 6 1 7 313 5.40 .157 1.199 1.436 -1.203 .314 2.061 .618
Are realistic in expectations 58 6 1 7 266 4.59 .195 1.487 2.212 -.637 .314 -.368 .618
Present information clearly 58 6 1 7 267 4.60 .186 1.413 1.998 -.797 .314 -.071 .618
Clarify information that is not understood 58 6 1 7 293 5.05 .164 1.248 1.559 -.997 .314 1.181 .618
Have a genuine interest in students 58 6 1 7 296 5.10 .188 1.435 2.059 -.962 .314 .564 .618
Provide study guides and written materials 58 6 1 7 288 4.97 .220 1.675 2.806 -1.220 .314 .419 .618
Demonstrate confidence in students 58 5 2 7 292 5.03 .174 1.324 1.753 -.723 .314 -.323 .618
Valid N (listwise) 58












Reliability

Notes
Output Created 08-JAN-2007 22:20:10
Comments
Input Data C:\sas
aps\perceived faculty support\spss\Perceived Faculty Support.sav
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data File 58
Matrix Input
Missing Value Handling Definition of Missing User-defined missing values are treated as missing.
Cases Used Statistics are based on all cases with valid data for all variables in the procedure.
Syntax RELIABILITY
/VARIABLES=C_pfs1 d_pfs2 e_pfs3 f_pfs4 g_pfs5 h_pfs6 i_pfs7 j_pfs8 k_pfs9 l_pfs10 m_pfs11 n_pfs12 o_pfs13 p_pfs14 q_pfs15
r_pfs16 s_pfs17 t_pfs18 u_pfs19 v_pfs20 w_pfs21 x_pfs22 y_pfs23 z_pfs24
/FORMAT=NOLABELS
/SCALE(ALPHA)=ALL/MODEL=ALPHA
/STATISTICS=SCALE CORR
/SUMMARY=MEANS VARIANCE CORR .
Resources Elapsed Time 0:00:00.00
Memory Available 524288 bytes
Largest Contiguous Area 524288 bytes
Workspace Required 7784 bytes

Warnings
The covariance matrix is calculated and used in the analysis.

Case Processing Summary


N %
Cases Valid 58 100.0
Excluded 0 .0
Total 58 100.0

Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.940 .943 24

Summary Item Statistics

Mean Minimum Maximum Range Maximum / Minimum Variance N of Items
Item Means 4.899 3.345 5.707 2.362 1.706 .268 24
Item Variances 2.086 1.436 3.691 2.255 2.570 .240 24
Inter-Item Correlations .406 .020 .780 .760 38.663 .019 24

Scale Statistics
Mean Variance Std. Deviation N of Items
117.57 506.951 22.516 24


Factor Analysis

Notes
Output Created 08-JAN-2007 22:21:52
Comments
Input Data C:\sas
aps\perceived faculty support\spss\Perceived Faculty Support.sav
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data File 58
Missing Value Handling Definition of Missing MISSING=EXCLUDE: User-defined missing values are treated as missing.
Cases Used LISTWISE: Statistics are based on cases with no missing values for any variable used.
Syntax FACTOR
/VARIABLES C_pfs1 d_pfs2 e_pfs3 f_pfs4 g_pfs5 h_pfs6 i_pfs7 j_pfs8 k_pfs9 l_pfs10 m_pfs11 n_pfs12 o_pfs13 p_pfs14 q_pfs15
r_pfs16 s_pfs17 t_pfs18 u_pfs19 v_pfs20 w_pfs21 x_pfs22 y_pfs23 z_pfs24 /MISSING LISTWISE /ANALYSIS C_pfs1 d_pfs2 e_pfs3
f_pfs4 g_pfs5 h_pfs6 i_pfs7 j_pfs8 k_pfs9 l_pfs10 m_pfs11 n_pfs12 o_pfs13 p_pfs14 q_pfs15 r_pfs16 s_pfs17 t_pfs18 u_pfs19
v_pfs20 w_pfs21 x_pfs22 y_pfs23 z_pfs24
/PRINT INITIAL CORRELATION SIG DET KMO EXTRACTION ROTATION
/PLOT EIGEN
/CRITERIA MINEIGEN(1) ITERATE(25)
/EXTRACTION PC
/CRITERIA ITERATE(25)
/ROTATION QUARTIMAX
/METHOD=CORRELATION .
Resources Elapsed Time 0:00:00.16
Maximum Memory Required 68472 (66.867K) bytes

Correlation Matrix


Know if students understand what is being taught Demonstrate respect for students Set challenging but attainable goals for students Acknowledge when students have done well Are helpful in new situations without taking over Stress important concepts Are approachable Correct students without belittling them Listen to students Can be trusted Give helpful feedback on student assignments Are open to different points of view Encourage students to ask questions Provide assistance outside of class Vary teaching methods to meet student needs Make expectations clear Are patient with students Are good role models for students Are realistic in expectations Present information clearly Clarify information that is not understood Have a genuine interest in students Provide study guides and written materials Demonstrate confidence in students
Correlation Know if students understand what is being taught 1.000 .289 .475 .386 .193 .170 .334 .046 .225 .147 .267 .302 .478 .254 .286 .189 .290 .162 .255 .290 .383 .198 .263 .201
Demonstrate respect for students .289 1.000 .475 .411 .287 .427 .629 .482 .597 .517 .463 .444 .211 .170 .316 .377 .423 .678 .328 .407 .573 .522 .201 .308
Set challenging but attainable goals for students .475 .475 1.000 .363 .316 .399 .481 .245 .490 .381 .504 .311 .296 .316 .363 .483 .408 .340 .619 .600 .780 .482 .207 .284
Acknowledge when students have done well .386 .411 .363 1.000 .469 .379 .306 .102 .331 .328 .347 .433 .415 .380 .223 .223 .343 .254 .307 .277 .325 .336 .110 .366
Are helpful in new situations without taking over .193 .287 .316 .469 1.000 .377 .460 .493 .517 .567 .377 .461 .423 .360 .296 .253 .550 .426 .397 .135 .312 .455 .059 .521
Stress important concepts .170 .427 .399 .379 .377 1.000 .489 .427 .598 .264 .625 .484 .295 .276 .351 .492 .396 .469 .398 .380 .443 .488 .255 .364
Are approachable .334 .629 .481 .306 .460 .489 1.000 .535 .640 .628 .603 .594 .541 .439 .464 .486 .642 .559 .399 .475 .537 .575 .276 .465
Correct students without belittling them .046 .482 .245 .102 .493 .427 .535 1.000 .564 .454 .486 .338 .236 .324 .302 .514 .531 .590 .275 .333 .419 .573 .285 .472
Listen to students .225 .597 .490 .331 .517 .598 .640 .564 1.000 .622 .650 .596 .226 .332 .499 .514 .503 .647 .469 .375 .499 .607 .358 .555
Can be trusted .147 .517 .381 .328 .567 .264 .628 .454 .622 1.000 .429 .498 .345 .406 .368 .344 .462 .585 .288 .369 .407 .645 .020 .349
Give helpful feedback on student assignments .267 .463 .504 .347 .377 .625 .603 .486 .650 .429 1.000 .562 .463 .624 .434 .685 .462 .437 .643 .489 .568 .460 .234 .332
Are open to different points of view .302 .444 .311 .433 .461 .484 .594 .338 .596 .498 .562 1.000 .507 .407 .432 .333 .411 .490 .423 .248 .275 .317 .083 .404
Encourage students to ask questions .478 .211 .296 .415 .423 .295 .541 .236 .226 .345 .463 .507 1.000 .513 .332 .288 .458 .225 .275 .254 .283 .226 .101 .285
Provide assistance outside of class .254 .170 .316 .380 .360 .276 .439 .324 .332 .406 .624 .407 .513 1.000 .372 .547 .524 .197 .378 .358 .462 .365 .100 .324
Vary teaching methods to meet student needs .286 .316 .363 .223 .296 .351 .464 .302 .499 .368 .434 .432 .332 .372 1.000 .513 .542 .405 .476 .471 .504 .406 .438 .487
Make expectations clear .189 .377 .483 .223 .253 .492 .486 .514 .514 .344 .685 .333 .288 .547 .513 1.000 .570 .409 .531 .497 .556 .615 .400 .412
Are patient with students .290 .423 .408 .343 .550 .396 .642 .531 .503 .462 .462 .411 .458 .524 .542 .570 1.000 .535 .367 .473 .573 .680 .404 .710
Are good role models for students .162 .678 .340 .254 .426 .469 .559 .590 .647 .585 .437 .490 .225 .197 .405 .409 .535 1.000 .359 .333 .525 .588 .208 .433
Are realistic in expectations .255 .328 .619 .307 .397 .398 .399 .275 .469 .288 .643 .423 .275 .378 .476 .531 .367 .359 1.000 .455 .541 .308 .156 .284
Present information clearly .290 .407 .600 .277 .135 .380 .475 .333 .375 .369 .489 .248 .254 .358 .471 .497 .473 .333 .455 1.000 .688 .393 .320 .270
Clarify information that is not understood .383 .573 .780 .325 .312 .443 .537 .419 .499 .407 .568 .275 .283 .462 .504 .556 .573 .525 .541 .688 1.000 .614 .261 .402
Have a genuine interest in students .198 .522 .482 .336 .455 .488 .575 .573 .607 .645 .460 .317 .226 .365 .406 .615 .680 .588 .308 .393 .614 1.000 .418 .663
Provide study guides and written materials .263 .201 .207 .110 .059 .255 .276 .285 .358 .020 .234 .083 .101 .100 .438 .400 .404 .208 .156 .320 .261 .418 1.000 .562
Demonstrate confidence in students .201 .308 .284 .366 .521 .364 .465 .472 .555 .349 .332 .404 .285 .324 .487 .412 .710 .433 .284 .270 .402 .663 .562 1.000
Sig. (1-tailed) Know if students understand what is being taught
.014 .000 .001 .074 .101 .005 .367 .044 .135 .021 .011 .000 .027 .015 .078 .014 .112 .027 .014 .002 .068 .023 .066
Demonstrate respect for students .014
.000 .001 .015 .000 .000 .000 .000 .000 .000 .000 .056 .101 .008 .002 .000 .000 .006 .001 .000 .000 .065 .009
Set challenging but attainable goals for students .000 .000
.003 .008 .001 .000 .032 .000 .002 .000 .009 .012 .008 .003 .000 .001 .005 .000 .000 .000 .000 .059 .015
Acknowledge when students have done well .001 .001 .003
.000 .002 .010 .224 .006 .006 .004 .000 .001 .002 .046 .046 .004 .027 .009 .018 .006 .005 .205 .002
Are helpful in new situations without taking over .074 .015 .008 .000
.002 .000 .000 .000 .000 .002 .000 .000 .003 .012 .028 .000 .000 .001 .157 .009 .000 .329 .000
Stress important concepts .101 .000 .001 .002 .002
.000 .000 .000 .023 .000 .000 .012 .018 .003 .000 .001 .000 .001 .002 .000 .000 .027 .002
Are approachable .005 .000 .000 .010 .000 .000
.000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .001 .000 .000 .000 .018 .000
Correct students without belittling them .367 .000 .032 .224 .000 .000 .000
.000 .000 .000 .005 .037 .007 .011 .000 .000 .000 .018 .005 .001 .000 .015 .000
Listen to students .044 .000 .000 .006 .000 .000 .000 .000
.000 .000 .000 .044 .005 .000 .000 .000 .000 .000 .002 .000 .000 .003 .000
Can be trusted .135 .000 .002 .006 .000 .023 .000 .000 .000
.000 .000 .004 .001 .002 .004 .000 .000 .014 .002 .001 .000 .440 .004
Give helpful feedback on student assignments .021 .000 .000 .004 .002 .000 .000 .000 .000 .000
.000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .000 .039 .005
Are open to different points of view .011 .000 .009 .000 .000 .000 .000 .005 .000 .000 .000
.000 .001 .000 .005 .001 .000 .000 .030 .018 .008 .268 .001
Encourage students to ask questions .000 .056 .012 .001 .000 .012 .000 .037 .044 .004 .000 .000
.000 .005 .014 .000 .045 .018 .027 .016 .044 .225 .015
Provide assistance outside of class .027 .101 .008 .002 .003 .018 .000 .007 .005 .001 .000 .001 .000
.002 .000 .000 .069 .002 .003 .000 .002 .228 .006
Vary teaching methods to meet student needs .015 .008 .003 .046 .012 .003 .000 .011 .000 .002 .000 .000 .005 .002
.000 .000 .001 .000 .000 .000 .001 .000 .000
Make expectations clear .078 .002 .000 .046 .028 .000 .000 .000 .000 .004 .000 .005 .014 .000 .000
.000 .001 .000 .000 .000 .000 .001 .001
Are patient with students .014 .000 .001 .004 .000 .001 .000 .000 .000 .000 .000 .001 .000 .000 .000 .000
.000 .002 .000 .000 .000 .001 .000
Are good role models for students .112 .000 .005 .027 .000 .000 .000 .000 .000 .000 .000 .000 .045 .069 .001 .001 .000
.003 .005 .000 .000 .059 .000
Are realistic in expectations .027 .006 .000 .009 .001 .001 .001 .018 .000 .014 .000 .000 .018 .002 .000 .000 .002 .003
.000 .000 .009 .121 .016
Present information clearly .014 .001 .000 .018 .157 .002 .000 .005 .002 .002 .000 .030 .027 .003 .000 .000 .000 .005 .000
.000 .001 .007 .020
Clarify information that is not understood .002 .000 .000 .006 .009 .000 .000 .001 .000 .001 .000 .018 .016 .000 .000 .000 .000 .000 .000 .000
.000 .024 .001
Have a genuine interest in students .068 .000 .000 .005 .000 .000 .000 .000 .000 .000 .000 .008 .044 .002 .001 .000 .000 .000 .009 .001 .000
.001 .000
Provide study guides and written materials .023 .065 .059 .205 .329 .027 .018 .015 .003 .440 .039 .268 .225 .228 .000 .001 .001 .059 .121 .007 .024 .001
.000
Demonstrate confidence in students .066 .009 .015 .002 .000 .002 .000 .000 .000 .004 .005 .001 .015 .006 .000 .001 .000 .000 .016 .020 .001 .000 .000

KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .823
Bartlett's Test of Sphericity Approx. Chi-Square 939.259
df 276
Sig. .000

Communalities

Initial Extraction
Know if students understand what is being taught 1.000 .732
Demonstrate respect for students 1.000 .769
Set challenging but attainable goals for students 1.000 .788
Acknowledge when students have done well 1.000 .586
Are helpful in new situations without taking over 1.000 .659
Stress important concepts 1.000 .671
Are approachable 1.000 .676
Correct students without belittling them 1.000 .674
Listen to students 1.000 .791
Can be trusted 1.000 .772
Give helpful feedback on student assignments 1.000 .850
Are open to different points of view 1.000 .757
Encourage students to ask questions 1.000 .717
Provide assistance outside of class 1.000 .798
Vary teaching methods to meet student needs 1.000 .543
Make expectations clear 1.000 .770
Are patient with students 1.000 .805
Are good role models for students 1.000 .738
Are realistic in expectations 1.000 .638
Present information clearly 1.000 .682
Clarify information that is not understood 1.000 .850
Have a genuine interest in students 1.000 .784
Provide study guides and written materials 1.000 .841
Demonstrate confidence in students 1.000 .811

Total Variance Explained
Component Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings
Total % of Variance Cumulative % Total % of Variance Cumulative % Total % of Variance Cumulative %
1 10.577 44.070 44.070 10.577 44.070 44.070 9.817 40.903 40.903
2 1.796 7.482 51.552 1.796 7.482 51.552 1.921 8.003 48.906
3 1.704 7.102 58.654 1.704 7.102 58.654 1.761 7.338 56.244
4 1.422 5.925 64.579 1.422 5.925 64.579 1.586 6.609 62.853
5 1.200 5.000 69.579 1.200 5.000 69.579 1.411 5.879 68.732
6 1.000 4.169 73.747 1.000 4.169 73.747 1.204 5.016 73.747
7 .877 3.653 77.400





8 .769 3.203 80.603





9 .633 2.639 83.242





10 .545 2.272 85.515





11 .496 2.068 87.582





12 .441 1.836 89.418





13 .397 1.655 91.073





14 .368 1.535 92.608





15 .308 1.284 93.891





16 .281 1.173 95.064





17 .259 1.081 96.145





18 .202 .843 96.988





19 .186 .774 97.761





20 .156 .649 98.410





21 .129 .539 98.949





22 .118 .493 99.442





23 .087 .361 99.803





24 .047 .197 100.000






Scree Plot

Component Matrix

Component
1 2 3 4 5 6
Know if students understand what is being taught .419 .518 .030 .200 .493 .059
Demonstrate respect for students .677 -.155 .016 -.395 .357 .059
Set challenging but attainable goals for students .672 .380 -.243 -.270 .218 -.111
Acknowledge when students have done well .514 .281 .350 .116 .308 .111
Are helpful in new situations without taking over .614 -.160 .475 .144 .000 -.099
Stress important concepts .654 -.038 -.005 -.136 -.129 .454
Are approachable .804 -.053 .142 -.047 .045 -.053
Correct students without belittling them .648 -.449 -.017 -.047 -.199 -.097
Listen to students .798 -.254 .040 -.150 .004 .256
Can be trusted .673 -.224 .332 -.204 .056 -.337
Give helpful feedback on student assignments .776 .208 .009 -.149 -.386 .184
Are open to different points of view .655 .062 .452 -.023 -.054 .342
Encourage students to ask questions .532 .388 .424 .314 -.030 -.065
Provide assistance outside of class .594 .317 .159 .217 -.433 -.291
Vary teaching methods to meet student needs .648 .068 -.218 .231 -.061 .119
Make expectations clear .719 .043 -.327 .037 -.377 -.013
Are patient with students .780 -.130 -.043 .344 .002 -.244
Are good role models for students .702 -.383 .066 -.265 .150 .041
Are realistic in expectations .630 .332 -.113 -.201 -.223 .165
Present information clearly .626 .272 -.399 -.155 .037 -.179
Clarify information that is not understood .762 .200 -.332 -.209 .120 -.247
Have a genuine interest in students .768 -.336 -.144 .066 .098 -.217
Provide study guides and written materials .409 -.165 -.536 .503 .169 .277
Demonstrate confidence in students .659 -.318 -.063 .505 .115 .046

Rotated Component Matrix

Component
1 2 3 4 5 6
Know if students understand what is being taught .241 .305 .742 .172 -.013 -.021
Demonstrate respect for students .708 .202 .119 -.130 -.442 .001
Set challenging but attainable goals for students .538 .648 .268 -.036 -.049 .064
Acknowledge when students have done well .438 -.024 .625 -.041 .010 .048
Are helpful in new situations without taking over .673 -.311 .225 -.128 .163 -.127
Stress important concepts .634 .002 .037 .109 -.097 .496
Are approachable .802 .064 .159 -.037 .043 -.005
Correct students without belittling them .745 -.090 -.319 .053 .033 -.068
Listen to students .836 -.037 -.012 .073 -.185 .226
Can be trusted .764 -.034 .031 -.339 .013 -.266
Give helpful feedback on student assignments .706 .201 .021 -.048 .283 .478
Are open to different points of view .653 -.246 .346 -.125 .046 .366
Encourage students to ask questions .434 -.074 .561 -.058 .452 .034
Provide assistance outside of class .508 .128 .125 -.073 .707 .038
Vary teaching methods to meet student needs .557 .171 .103 .381 .166 .141
Make expectations clear .648 .315 -.202 .240 .322 .220
Are patient with students .754 .047 .089 .291 .268 -.262
Are good role models for students .792 -.017 -.077 -.066 -.315 -.028
Are realistic in expectations .522 .367 .097 -.030 .174 .436
Present information clearly .502 .639 .048 .104 .085 .024
Clarify information that is not understood .662 .632 .076 .040 .023 -.066
Have a genuine interest in students .803 .107 -.100 .205 -.032 -.273
Provide study guides and written materials .320 .094 .024 .850 -.079 .016
Demonstrate confidence in students .660 -.195 .102 .536 .070 -.186

Component Transformation Matrix
Component 1 2 3 4 5 6
1 .956 .183 .160 .105 .097 .080
2 -.256 .538 .609 -.143 .395 .311
3 .112 -.661 .417 -.600 .131 -.023
4 -.080 -.369 .286 .702 .467 -.256
5 -.027 .122 .569 .125 -.679 -.429
6 -.033 -.298 .154 .317 -.372 .804





 

Send us your comments