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Effect of creativity training on teaching for creativity for nursing faculty in Taiwan: A quasi-experimental study
Hsing-Yuan Liu1, I-Teng Wang2, Nai-Hung Chen2
1Department of Nursing, Chang Gung University of Science and Technology, No. 261, Wunhua 1st Rd., Gueishan Township, Taoyuan 33303, Taiwan, ROC; Chang Gung Memorial Hospital, No.5, Fuxing St., Guishan Dist., Taoyuan City 333, Taiwan, ROC.
Background:
Creativity and innovation are considered important core competencies in Taiwan for nursing students. Teachers play a critical role in the development of student creativity. Although studies have investigated creativity training, there is no consensus on how best to evaluate the effectiveness of the training.
Objective:
To evaluate whether a teaching for creativity module (TCM) can enhance teaching behaviors and self-efficacy of teaching creativity for capstone course nursing faculty. The TCM intervention was taught in two stages by experts in diverse areas of industrial design. A 2-day teaching creativity workshop was followed by reinforcement of creativity skills in the classroom with nursing and design faculties teaching side-by-side for 6 h of the 18-week capstone course.
Design:
This quasi-experimental study employed a pretest-posttest design to compare an intervention and control group.
Participants And Setting:
Capstone course nursing faculties were recruited from five science and technology universities in Taiwan.
Results:
Forty-two capstone faculty members participated; 21 completed the TCM intervention and 21 were in the control group. Analysis of covariance (ANCOVA) demonstrated the TCM intervention group had significantly better post-test mean scores for creative teaching behaviors and self-efficacy of teaching creativity than the control group. Our findings suggest participation in a creativity workshop and reinforcement of teaching skills with classroom interdisciplinary teacher training can augment teaching for creativity of nursing faculty.
Conclusion:
The findings of this study indicate that an intervention program in creativity can increase teaching behaviors as well as perceptions of self-efficacy regarding teaching for creativity, which could foster student creativity. These findings have important implications for educational settings, as they suggest that the workshop and reinforcement of learning with hands-on guidance in creativity with interdisciplinary teaching should be integrated into the curriculum, which could facilitate student creativity by increasing teaching behaviors and improving self-confidence regarding teaching creativity.
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