Faculty and student perceptions of effective classroom teaching in nursing.

The purpose of this three-stage study was to identify and validate constructs which students use in differentiating among teachers. In stage I, six theoretical constructs thought to be involved in teaching effectiveness were identified; these were revised through a faculty content validity study. In stage II, a known-groups validity study, all items and constructs were found to be used by students in differentiating between good and poor teachers. In stage III, students' ratings of current teachers were collected and factor analyzed. Two factors, individualized prescriptive approach and systematic theoretical presentation, were identified. An analogy was drawn between these factors and elements of nursing process. The category structure which had been derived through the faculty content validity study was not supported.