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Integrating FERPA training to improve adjunct faculty orientation
Descriptive
TitleInfo
Title
Integrating FERPA training to improve adjunct faculty orientation
TitleInfo
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Title
Effectiveness of comprehensive FERPA education
Name
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Bolshem
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Yana
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Yana Bolshem
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author
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Manchester
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Jeanette
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Jeanette Manchester
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Advisory Committee
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chair
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Tracy Vitale
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Advisory Committee
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member
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Rutgers University
Role
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degree grantor
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RBHS School of Nursing
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school
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theses
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2023
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2023-01
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English
Abstract
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Purpose of Project: Family Educational Rights and Privacy Act violations present a severe risk to protecting student record privacy and the educational entity. This project aims to safeguard student record privacy in clinical nursing education. A comprehensive approach to FERPA training was created to improve the quality of an existing FERPA acknowledgment process at a large university.
Methodology: This project is a quasi-experimental study with a one-group pre-test and post-test design. Comprehensive FERPA training was offered to a convenient sample of 135 faculty registered in the Orientation for Part-Time Faculty canvas course. A paired t-test was conducted via Microsoft Excel to test the null hypothesis of equal mean scores for the pre-test and post-test. Delta percentage in pre-test and post-test mean scores were analyzed to determine the change in knowledge attainment.
Results: 32 of 35 participants completed the assignment. The paired t-test results showed there was no statistical significance between the average scores of the pre-test and post-test. The delta percentage change revealed a 16% increase in scores from the pre-test to the post-test, with 53% of the 32 participants increasing their post-test scores after the intervention.
Implications for Practice: Upholding student privacy is integral to educational excellence. Non- compliance with the FERPA law can ruin educational entities' financial health and reputation. Healthcare professionals in teaching roles of all disciplines will benefit from comprehensive FERPA training.
Methodology: This project is a quasi-experimental study with a one-group pre-test and post-test design. Comprehensive FERPA training was offered to a convenient sample of 135 faculty registered in the Orientation for Part-Time Faculty canvas course. A paired t-test was conducted via Microsoft Excel to test the null hypothesis of equal mean scores for the pre-test and post-test. Delta percentage in pre-test and post-test mean scores were analyzed to determine the change in knowledge attainment.
Results: 32 of 35 participants completed the assignment. The paired t-test results showed there was no statistical significance between the average scores of the pre-test and post-test. The delta percentage change revealed a 16% increase in scores from the pre-test to the post-test, with 53% of the 32 participants increasing their post-test scores after the intervention.
Implications for Practice: Upholding student privacy is integral to educational excellence. Non- compliance with the FERPA law can ruin educational entities' financial health and reputation. Healthcare professionals in teaching roles of all disciplines will benefit from comprehensive FERPA training.
Subject
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Topic
Education
Subject
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Topic
Nursing
Subject
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Topic
Adjunct nursing faculty
Subject
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Topic
Clinical teaching
Subject
(authority = local)
Topic
Faculty orientation
Subject
(authority = local)
Topic
Family Educational Rights and Privacy Act
Subject
(authority = local)
Topic
FERPA
Subject
(authority = local)
Topic
Student privacy
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Rutgers University Electronic Theses and Dissertations
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http://dissertations.umi.com/RBHS:10191
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62 pages : illustrations
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D.N.P.
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Includes bibliographical references
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School of Nursing (RBHS) DNP Projects
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rucore10004500001
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Identifier
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doi:10.7282/t3-dye8-ab43
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Rights
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The author owns the copyright to this work.
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Bolshem
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Yana
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Permission or license
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2023-03-20T11:26:29
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Yana Bolshem
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Rutgers University. RBHS School of Nursing
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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2023-03-20
DateTime
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2025-03-17
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after March 17, 2025.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2023-01-04T14:56:08
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