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Updated: Nov 19, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
A study of statistics knowledge among nurse faculty in schools with research doctorate programs
Matthew J Hayat1, MyoungJin Kim2, Todd A Schwartz3
1Department of Population Health Sciences, School of Public Health & Byrdine F. Lewis College of Nursing and Health Professions, Georgia State University, Atlanta, GA.
Abstract:
Statistics knowledge is essential for nursing faculty in both teaching and research roles. In the teaching role when discussing nursing research, nursing faculty are confronted with statistical concepts and statistical methods applications. Knowledge of fundamental statistical concepts is needed so that nursing faculty can understand and critically evaluate the literature. The purpose of this study was to assess nursing faculty knowledge of fundamental statistical concepts. A probability sample with a 7.7% response rate yielded participation from 164 nursing faculty from 26 accredited schools. Results showed that most faculty members (91.5%) read peer-reviewed health-related scientific journal articles. On average, nursing faculty answered 5.1 (SD = 1.6) out of 8 statistical knowledge questions correctly. Problematic concepts included randomization (43.3% correct), and interpreting a confidence interval (42.7%) and odds ratio (33.5%). The results of this study may be used to improve statistics education and training for future nursing faculty and strengthen scholarship for nursing faculty conducting research.
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