الفهرس 
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Abstract
Organizational effectiveness as a determinant of successful organization is a common goal for all organizations particularly in higher education in this current age of dramatic change and high competition. Organizational effectiveness focuses on successful performance to achieve organizational goals and objectives. Assessment of organizational effectiveness in Faculties of Nursing is an activity of particular importance leading to systematic and constant development of plans for improvement. Also, it is a key mechanism for improving quality of nursing education and enhancing educational standards at both the national and international levels. Developing a measurement instrument that would lead to valid and reliable results is a challenging task in any research field. Since there is no studies found in relation to developing an instrument to assess organizational effectiveness in Faculties of Nursing or in higher education in Egypt this study aimed to develop an instrument to assess organizational effectiveness in Alexandria Faculty of Nursing.
The study was conducted into three phases. The first phase was concerned with determining the content domains, generating the pool of items/questions, evaluate the validity of the content, and accordingly developed the instrument. The second phase was concerned with testing the applicability of the developed instrument. The third phase was concerned with statistical analysis and statistical evidence of the construct.
In phase I, content domains and themes were defined based on the analysis of the qualitative data obtained from semi-structured interview using open ended questionnaires for Faculty administrators, Faculty members, Faculty employees, fourth year nursing students and post graduate nursing students in doctorate, master, and diploma programs at Alexandria Faculty of Nursing which took about three months to collect them. It yielded five domains and 24 themes for Faculty administration, three domains and eleven themes for Faculty members, two domains and nine themes for Faculty employees, four domains and 16 themes for Faculty students, five domains and 71 themes for Faculty of Nursing, six domains and 25 themes for Faculty educational programs, which include a baccalaureate, diploma, master and doctorate programs, three domains and 15 themes for practical training sites used to train students, which include laboratories in the Faculty and different hospitals.
Items / questions for version one of an assessment of organizational effectiveness in Alexandria Faculty of Nursing instrument were identified by synthesizing domains and themes generated from the interviewed open-ended questionnaires and prior data in the review of literature in assessment of organizational effectiveness. The assessment of organizational effectiveness in Alexandria Faculty of Nursing instrument version one had 179 items/questions grounded in twenty one domains.
The content validity was established through a panel of experts. The instrument domains were agreed by the panel of experts as a cornerstone of the instrument and 179 questions considered as valid but all panel of experts commented that the instrument is very long, has a lot of details, examples, and repetitions in meaning in many instrument’s questions which make it so difficult for study subjects to fill it during data collection and make statistical analysis very complicated, so the panel of experts suggested to make version two of an assessment of organizational effectiveness in Alexandria Faculty of Nursing instrument concise by removal of the details, examples, and questions which have repetitions in meaning in version one. This resulted in the appearance of the version two of an assessment of organizational effectiveness in Alexandria Faculty of Nursing instrument which composed of 137 questions grounded in the eighteen domains and divided into four parts as follows: Faculty administrators concerning questions (88 questions), Faculty members concerning questions (99 questions), Faculty employees concerning questions (58 questions), and students concerning questions (91 questions).
In phase II, the instrument questions concerning employees and students were translated into Arabic and became ready to pilot test. Based on the result of the pilot test, 11 questions were modified or rewarded, 2 questions were divided into many questions, and 4 questions were added in version two of Faculty administrators concerning questions. Moreover, 15 questions were modified or rewarded, 3 questions were divided into many questions, and 6 questions were added in version two of Faculty members concerning questions. Furthermore, 15 questions were modified or rewarded, 2 questions were divided into many questions, and one question was added in version two of Faculty employees concerning questions. Additionally, 15 questions were modified or rewarded, and 3 questions were divided into many questions in version two of students concerning questions.
In phase III, reliability assessment was conducted, the instrument questions concerning Faculty administrators, Faculty members, Faculty employees, and students were reliable.
Explanatory Factor Analysis (EFA) was done through principle component analysis, and Kaiser- Meyer- Olkin (KMO). It concluded that the sample was adequate to the Faculty members, and students and instrument questions were significant to run the factor analysis. But, the sample was inadequate to the Faculty administrators, and Faculty employees.
Construct validity assessment was measured through Varimax rotation which determine the factor loading, and the number of domains and questions to be retained in the final version of the developed instrument. It concluded that:
The developed instrument for assessment of organizational effectiveness in Alexandria Faculty of Nursing divided into four instruments as follows:
Instrument one: Faculty administrators’ assessment of organizational effectiveness in Alexandria Faculty of Nursing instrument.
Instrument two: Faculty members’ assessment of organizational effectiveness in Alexandria Faculty of Nursing instrument.
Instrument three: Faculty employees’ assessment of organizational effectiveness in Alexandria Faculty of Nursing instrument.
Instrument four: Students’ assessment of organizational effectiveness in Alexandria Faculty of Nursing instrument.
Faculty administrators instrument concerning questions are 90 items, valid, reliable and grounded in 8 domains labeled as; Faculty administrators’ satisfaction regarding educational programs and courses, Faculty administrators’ satisfaction regarding the reputation of the Faculty, Faculty administrators’ satisfaction regarding practical training sites which include laboratories in the faculty and different hospitals, Faculty administrators’ employment satisfaction, professional development and quality of the administrators, the faculty resources, system openness and community interaction, organizational culture and health.
Faculty members instrument concerning questions are 69 items, valid, reliable and grounded in 7 domains labeled as; Faculty members’ satisfaction regarding educational programs and courses, Faculty members’ satisfaction regarding practical training sites which include laboratories in the faculty and different hospitals, Faculty administrators’ leadership, professional development and quality of the faculty members, the faculty resources, system openness and community interaction, organizational culture and health.
Faculty employees instrument concerning questions are 47 items, valid, reliable and grounded in 6 domains labeled as; Faculty administrators’ leadership, employees’ employment satisfaction, professional development and quality of the employees, the faculty resources, system openness and community interaction, organizational culture and health.
Students instrument concerning questions are 55 items, valid, reliable and grounded in 7 domains labeled as; student satisfaction, student personal development, student career development, Faculty administrators’ leadership, the faculty resources, system openness and community interaction, organizational culture and health.
Based on the finding of the study, the following recommendations are suggested:
The Faculty administrators can use the developed instrument in conducting an assessment of organizational effectiveness in all Faculties of Nursing.
The Faculty administrators can use the data extracted by using the developed instrument in developing strategies to improve the organizational effectiveness in all Faculties of Nursing.
The Faculty administrators can use the developed instrument in many different forms which can be used as auditing tool, and an interview guide for conducting an assessment of organizational effectiveness in all Faculties of Nursing.
For further studies:
1. A study to determine the validity and reliability of the developed instrument with other Faculty administrators, faculty members, employees, and students in other Faculties of Nursing and in different time.
2. A study to develop a strategy to improve the organizational effectiveness in Alexandria Faculty of Nursing.
3. A study to compare between organizational effectiveness in accredited and non accredited Faculties of Nursing using the developed instrument.