NURSE FACULTY PRACTICE: EXPERIENCES AND PERCEPTIONS OF FACULTY WHO PRACTICE (HEALTH, HEALTH PROFESSIONS).
Contributors: University of Pittsburgh.
Published: 1986
Number of pages: 144
Subjects: Education, Health.; Health Sciences, Nursing.
Description: The purposes of this exploratory study were to describe the practice activities of nurse faculty, to elicit the perceptions of nurses with faculty practice experience regarding the relationship of practice to the traditional faculty role and to identify factors felt to facilitate or hinder a practice role. The working sample of 47 respondents was drawn from the ninety-nine graduates of the Robert Wood Johnson Nurse Faculty Fellowship in Primary Care Programs.

Data were collected by mailed questionnaires. The Statistical Package for the Social Sciences was used for data analysis. Delimiting characteristics of the study were sample size and the focus on primary care. A summary of findings follows.

More than 65% of the sample defined their own practice as assuming responsibility for patient care provided in a hands on and/or face to face contact. The most frequently used model of practice was two concurrent jobs, (31%). Ambulatory facilities were used as practice settings by more than 90%. Nearly 90% received financial reimbursement for their practice activity. An average of 18% of their work week was spent on practice.

With regard to the relationship of practice to a traditional faculty role, there was sample agreement that practice made specific positive contributions to their teaching. Nearly 55% indicated an increase in research productivity since beginning their pracice role and 56% indicated that their practice activity had resulted in publication. There was no clear indication that practice takes time away from service activities.

Most frequently cited as factors that facilitated a faculty practice role were permissive administrative policies, flexible workload, practice site availability and practice expertise is a criterion for tenure. Factors felt to interfere with a practice role were time limitation, practice not a criterion for tenure, too much emphasis on the traditional role and a lack of funding.
Notes: Source: Dissertation Abstracts International, Volume: 47-06, Section: A, page: 2034.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1986.

School code: 0178.