The development of a scale for measuring faculty perceptions of barriers to scholarship of teaching and learning: A mixed methods inquiry

A classical Delphi method and an extensive literature review were used in this mixed-methods inquiry exploring bachelors of science in nursing (BSN) program faculty members' perceptions of the barriers to the scholarship of teaching and learning (SoTL). Qualitative data collected from multidisciplinary literature sources were analyzed through interpretive description (ID) methods. Urgent calls for radical transformation of the current educational methods in nursing education literature were specific, and cited the SoTL as key to advancing nursing education science. Iterative rounds of premise reflection were used to create endorsement-type survey items that elicited expert nurse educator Delphi panelists' opinions on components of the SoTL phenomenon. Findings from the qualitative and quantitative survey analyses were then used to construct a valid faculty-centered survey instrument. Theoretical triangulation of the self-determination theory (SDT) (Deci and Ryan, 2012), Iwasiw, Goldenberg, and Andrusyszyn's (2009) context-relevant curriculum development (CrCD) model, and the theory of action (Argyris, 2006) produced a heuristic for premise reflection that added to the study's trustworthiness. Suggestions for further research included a faculty-student action research-based collaborative through the SoTL in undergraduate nursing education.