NURSING FACULTY CLINICAL PRACTICE: MYTH OR REALITY? A DESCRIPTIVE STUDY OF THE PRACTICE ROLE OF NURSING FACULTY IN ACCREDITED BACCALAUREATE NURSING PROGRAMS.
Contributors: University of Pittsburgh.
Published: 1983
Number of pages: 211
Subjects: Education, Health.; Health Sciences, Nursing.
Description: The study assesses and describes current perceptions and realities of faculty practice in baccalaureate nursing programs. The study was developed around one major question and ten sub-questions. Role theory provided the conceptual framework for multiple-role functioning. Baker's model of the multiple functions of professional nursing provided a specific faculty model.

A descriptive survey design was used. The data came from 69 program respondents in a nationwide stratified sample of 100 programs. A random sample of 545 faculty was selected from rosters provided by program administrators. A total of 332 faculty (61.8%) responded.

Two instruments were developed for the investigation--the Dean's Demographic Questionnaire and a five-part Faculty Perception of Practice Questionnaire. A computer analysis employing descriptive statistics was performed.

The findings revealed that faculty consider practice to be important for various reasons, but not as an evaluation criterion. Faculty perform as multiple-function professionals, most commonly in teaching and service roles. The most prevalent combination of roles is research, service and teaching. Faculty perceived a disparity in the importance of roles and in the rewards associated with them. Faculty perceived practice as providing few or no rewards toward academic advancement. Most faculty considered themselves confident and competent in practice ability. The major mechanisms for maintaining practice competence were the giving of care during clinical teaching and a paid position in addition to the faculty position. Very few faculty practice as part of their faculty responsibilities.
Notes: Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 0420.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1983.

School code: 0178.