THE DESIGN, IMPLEMENTATION AND EVALUATION OF A COMPREHENSIVE STAFF DEVELOPMENT PROGRAM FOR THE EDUCATOR ROLE OF NURSE FACULTY.
Contributors: University of Pennsylvania.
Published: 1984
Number of pages: 330
Subjects: Education, Curriculum and Instruction.
Description: In order to meet the educational challenges of today, the profession of nursing must support the continuing education needs of the educator role of nurse faculty. The nursing literature abounds with information which clearly speaks to the continuing education needs of the staff nurse, yet very little is mentioned about the development of nursing faculty as teachers. With the need for quality staff development programs well presented in the literature, the question is how can comprehensive programs of this nature be implemented? Research studies which speak to this need are few in number and none address a comprehensive approach to staff development.

This research describes the design, implementation and evaluation of a comprehensive staff development program for the special needs of teachers in a school of nursing. The case study approach documented the events that comprise the history of the program from its inception through its implementation. The data were analyzed for relevance in terms of perceived changes in the faculty during the implementation phase in order to suggest some useful guidelines to the field.

Findings of the study indicated that in this case a comprehensive staff development program was accompanied by: (1) Increased consensus among participants about a concept of meaningful and effective education; (2) Increased knowledge among the participants of the nature of the work of teachers at levels other than the one at which they themselves work; (3) A positive effect on the participants' sense of job satisfaction; (4) Increased concern by the participants with making classroom experience more meaningful by connecting subject matter with the past and/or present experiences of students; (5) Increased positive assessment by participants of administrators as educational leaders; (6) A significant effect of participants' design of the teaching/learning process in their classrooms; (7) An increased positive attitude on the part of participants and the district staff in general toward staff development; (8) Contributed positively to socialization into the role of nurse faculty as teachers of nursing.
Notes: Source: Dissertation Abstracts International, Volume: 46-05, Section: A, page: 1177.

Thesis (ED.D.)--UNIVERSITY OF PENNSYLVANIA, 1984.

School code: 0175.