Campus Location

Dallas Campus (Online)

Date of Award


Document Type



Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Cecilia Hegamin-Younger

Second Committee Member or Secondary Advisor

Jerrel Moore

Third Committee Member or Committee Reader

Frank Rojas


Ever since the development of Bloom’s Taxonomy, educational institutions have primarily focused on the cognitive learning domain, concerned with the transmission and acquisition of knowledge and skills. Recently, educators and researchers have become more interested in the affective domain—concerned with attitudes, emotions, and values—and how it affects student learning outcomes. While it is important to address affective-domain learning in any educational setting, one discipline giving it particular attention is nursing; their accrediting bodies are increasingly incorporating affective learning outcomes (ALOs) in their criteria. Thus, examining how nursing programs assess for ALOs may give insight in how to successfully integrate affective-domain learning into curricula. This transformative mixed-methods study examined current assessment practices to determine how effectively and extensively they are actually employed. Learning-outcome statements issued by 227 undergraduate nursing programs accredited by the Southern Association of Colleges and Schools and the Commission on Collegiate Nursing Education were evaluated for references to ALOs, in order to determine how widespread affective assessment actually is, and at what level it is implemented. A novel taxonomy was employed to categorize each school, in hopes of finding which factors can predict which institutions are most likely to implement affective learning outcomes at an exemplary level. Analyses did not reveal any significant relationships for programmatic implementation efforts with most NCES institutional characteristics nor Carnegie classifications. There was, however, a statistically significant F (3, 202) = 3.28, p = 0.02, η² =0.05 relationship between retention rate and exemplary ALO assessment practices, marking the first empirical evidence linking affective-domain learning and student retention.

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