Background and purpose: The purpose of this study was to develop a reliable and valid measure of faculty response patterns to the needs of underrepresented minority (URM) nursing students.
Methods: A mixed-method approach.
Results: The 10-item scale was found to be valid (content validity index [CVI] = .81) and reliable (Cronbach's alpha = .81). Principle component factor analysis with varimax rotation yielded a 3-factor solution that explained 66% of the variance in faculty engagement with URM students. The Cronbach's alpha for the 3 factors ranged from .72 to .78. Higher scores were associated with older faculty who had been teaching longer and had more experience teaching URM students.
Conclusion and implications: The results of the study provide preliminary evidence for the internal consistency and content, criterion-related, and construct validity of the scale.