SEARCH · Search PubMed
Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.
Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.
Nursing faculty are at risk for stress and burnout that threaten to worsen the current nursing faculty shortage. The author discusses the importance of preventing nursing faculty burnout and presents specific burnout prevention strategies.
Nursing educators are faced with the dilemma of addressing the scholarship of teaching for promotion and tenure decisions. This article defines the scholarship of teaching and explores the history of the concept. Implications of the relevance of the topic for nursing faculty with suggestions for documenting the scholarship of teaching are discussed.
Nursing faculty take grading of assignments seriously. Faculty realize students are sensitive about their grade point averages and that students must maintain certain grades for progression and the retention of scholarships. Faculty further recognize that the grading of clinical performance is complex and subjective by nature. Some faculty are reluctant to assign a failing grade for poor clinical performance for fear of litigation. In this article, the authors discuss several landmark cases that have come before the courts, which have set precedence for grade disputes. The courts overwhelmingly have supported faculty decisions regarding grade assignment, as long as the grades were not arbitrary or capricious. Nursing instructors should not be fearful of failing a student solely on the basis of poor clinical performance. However, faculty must be prepared to explain how grades are assessed related to the program and course objectives.
Explore the source record for details and available documents.
Nursing faculty role is the synthesis of theory, education, practice, and research within a school of nursing environment. This model of nursing faculty role presents a synthesis and implementation of professional nurse role that nursing faculty might use to systematically meet the goals of developing nursing theory based on clinical practice, redefining and evaluating this theory through research, and educating students.
Explore the source record for details and available documents.
Although the nursing faculty shortage negatively impacts student enrollment figures, it also facilitates career mobility of nursing faculty. To retain qualified faculty, nursing programs need to implement supportive programs that facilitate successful enculturation of the newly hired faculty member. The authors propose a series of supportive activities aimed at enculturation and subsequent retention of newly hired nursing faculty.
Many nurse educators in the United Kingdom are currently faced with the challenge of change, of leaving the culture of the British National Health Service and integrating into the culture of tertiary education. This paper reports on a study of the process of developing collegial relationships in the context of a new collaboration to develop a combined curriculum for nurses within a tertiary institution. The aims of the study were to analyse this process of integration and to identify the conditions that enhanced the development of collegiality between members of the nursing group. The case study centred on the analysis of data collected on video during unstructured interviews with the five members of the group. Data were analysed using Burnard's method of thematic content analysis. The paper argues that during the transition from the National Health Service to tertiary education, individual nurse educators and their managers must address problems related to issues such as 'ingroupism', nursing the students, perceived difference between nurse academics and other academics, and expectations of power-relationships.
This article describes a cross-sectional survey research study designed to collect data from nurse educators regarding their self-reported competence in the performance of 60 nursing computer literacy skills, as well as self-reported levels of integration of these skills, through teaching practice, into the curricula of their respective baccalaureate nursing programs. Data were received from 184 respondents representing 18 publicly funded, National League for Nursing-accredited, college and university generic baccalaureate degree programs in the New England region of the United States. Study findings revealed that 21 of the 60 skills were being performed "well" or "very well" as reported by 50% or more of respondents, while in the area of curriculum integration through teaching practice, only 3 of the 60 skills were being integrated into teaching practice either "moderately" or "extensively" as reported by 50% or more of respondents. Another major finding of this research study strongly suggested that faculty who have the ability to perform requisite nursing computer literacy skills comfortably are more likely to integrate these skills into the curriculum through their teaching practices (r = .76; p<.01). This article concludes with a discussion of the implications of the study findings for nursing education.
African American nursing faculty members are scarce in today's society. The National League for Nursing (NLN) developed a report of the faculty census survey of Registered Nurses (RN) and graduate programs in 2002. The report indicates that only 6.6% nursing faculty are African American compared to 91.0% Caucasian nursing faculty (NLN, 2003). Previous published literature explores reasons African Americans are not choosing academic careers, reasons for termination of employment, regions in the U.S. where African American faculty are employed, and strategies employed to recruit additional African American nursing faculty.
A major premise of any research activity is that ethical conduct will be identified and observed during the research process. Yet a comprehensive review of the nursing literature failed to find any research assessing nurses' perceptions of ethical issues related to authorship, publication, reporting results, or funding. This study assessed nursing faculty members' perceptions of ethical scenarios related to the areas of authorship, publication, reporting results, and funding. A 34-item questionnaire, consisting of ethical issues related to research, was mailed to a national random sample of nursing faculty who were teaching at graduate degree-granting institutions. A three-wave mailing was used to maximize response rate. A total of 388 nurses responded to the survey (77.6% response rate). Less than half of the respondents reported that content included in their curriculum was related to the issues under study. Respondents' perceptions of the ethical scenarios varied. A majority of the respondents considered six of the scenarios ethical, eight unethical, one questionable, and one not an ethical issue. Five of the scenarios received widely varied responses. Faculty members who had chaired student dissertations found three questionnaire items significantly (p < .05) more unethical than faculty members who had not chaired dissertations. Faculty teaching in programs in which the highest degree offered was a doctorate found two items unethical significantly more often than faculty teaching at programs in which the highest degree offered was a master's degree. Results of this study demonstrate the potential that students are not being taught necessary issues related to ethical authorship and publication practices. Faculty members themselves may not have had the education needed to educate their own students in the area of research ethics.
Explore the source record for details and available documents.
As nursing faculty practice becomes a part of academic life, nursing programs in liberal arts colleges, where the primary mission is teaching, must document not only that practice is scholarship but also that practice conforms to the teaching mission of the institution. Discussions of scholarly practice from the nursing literature, as well as from Schon and Boyer, serve to validate that nursing faculty practice is scholarship. Attributes of scholarly practice, to be used to evaluate nursing practice outcomes, are identified. Finally, the concept of "scholarship in support of teaching"--the standard used to evaluate scholarship at The College of New Jersey, a medium-sized liberal arts college with a school of nursing--is analyzed as a model to document that nursing faculty practice is not only scholarship but also supports the teaching mission of the institution.
Nursing faculty practice plans need to be inherently flexible to meet the changing needs of nursing schools and the external clients of the practice plans. The University of Texas-Houston Health Science Center (UT-Houston) School of Nursing has constructed two integrated models of faculty practice to meet the challenges of change. Our linkage model with outside agencies and our academic nursing center provided in excess of one million dollars of support to the School of Nursing in fiscal year 1992-1993. Flexibility in our linkage model is discussed in such areas as the negotiation process for contracts with outside agencies, methods of payment for services, calculations of cost recoveries, methods of setting consultant rate levels, revisions of fund-disbursement policies, and development of fund-tracking systems. UT-Houston School of Nursing's nursing center model is based on a business plan and was established without outside funding assistance. Over time, the areas of concentration have changed because of changing community needs and market conditions. Its revenues depend on marketing efforts by the clinic staff. Evaluation and outcome research, to be based on computerized financial and patient record information systems, are considered critical elements in maintaining the UT-Houston cutting-edge leadership as an academic nursing center.
Explore the source record for details and available documents.
The relations of nursing faculty demographic characteristics, optimism, achievement (job success), job satisfaction, job expectation, talent development, and faculty members stress, stress reaction, and satisfaction with job and work environment were examined in eighty two of ninety six faculty members teaching in baccalaureate nursing (BSN) programs. Nursing faculty characteristics could not predict stress and stress reactions. Nursing faculty optimism, and job expectation could predict stress. Job satisfaction and optimism could predict nursing faculty members' stress reaction. Stress reaction was low among nursing faculty who had both positive satisfaction with job and work environment and less stress. Job satisfaction, job expectation and academic rank could predict nursing faculty satisfaction with her job and work environment. The degree of satisfaction with office facilities and leadership of the dean had a significant effect on nursing faculty stress. The primary sources of stress in their lives stemmed from work/job concerns. Factors most frequently correlated with stress were those related to general fatigue, irritability, the desire for a vacation, moodiness, and depression.
Collaborative partnerships between nursing faculties and health service providers are the cornerstone of successful clinical experience for nursing students. The challenge of providing an optimal learning environment can be enormous given the turbulent and rapidly changing environment in health. The present study uses the business literature to examine what nursing can learn from business about the development of successful collaborative partnerships. The characteristics of sound partnerships are described and a set of best practice guidelines is developed. The guidelines summarize the factors considered to be essential for the effective development of collaborative partnerships. In these times of nursing shortages and high turnover high quality, collaborative partnerships between nursing faculties and the health care sector are seen as a possible solution to optimize clinical learning and therefore graduate preparedness.
The profession is facing a unique shortage of nursing faculty. Schools of Nursing have always had a shortage of doctorally prepared nursing faculty. The academic norm for faculty teaching in baccalaureate and graduate programs to hold earned doctoral degrees was established later in nursing than for other disciplines. At best, 50% of nursing faculty in such programs have met this academic standard. In addition, the shortage is predicted to escalate in the next decade due to the retirement of a "graying professoriate" of nursing faculty. This article outlines a number of factors influencing the shortage of nursing faculty. Several institutional School of Nursing strategies are suggested for countering the shortage situation. In addition, several national professional and policy strategies are suggested. More creative strategies need to be developed and evaluated by Schools of Nursing and by the profession.