WHAT ARE THE CONTINUING EDUCATION NEEDS OF NURSE EDUCATORS?.
Contributors: Columbia University. Teachers College.
Published: 1987
Number of pages: 253
Subjects: Education, Health.; Health Sciences, Nursing.
Description: This study was undertaken to answer the question, "What are the continuing education needs of nurse educators?".

The findings originated from twenty-two doctorally prepared nurse educators who participated in structured interviews concerning their learning efforts.

Fifteen educators were from New York State and seven were from Massachusetts, a state which mandates continuing education for license renewal. They were responsible for the education of baccalaureate and higher degree students in National League for Nursing accredited college and university schools of nursing.

Two instruments were used for data collection: a modified form of Tough's structured "Interview Schedule for Studying Some Basic Characteristics of Learning Projects" and a personal data sheet to elicit demographics. The educators were asked to recall deliberate efforts to learn (learning projects) which met the researcher's criteria for continuing education.

Data analysis of descriptions of 138 learning projects indicated the nurse educators participated in continuing education.

The study identified ten categories of learning needs of doctorally prepared nurse educators, as well as motivation for learning, and selected characteristics of learning. Learning need categories were Health Care, Instructional Concerns, Personal Enhancement, Leadership Skills, Computer Literacy, Contemporary Nursing Issues, Grant Writing Skills, Research, Writing Skills and Nursing History.

Doctorally prepared nurse educators identified more of their own learning needs than did others and were motivated by the need to have knowledge and skills and be current and competent in their professional and professorial roles, rather than by the acquisition of credit for learning.

Preferred mode of learning was self-directed. Learning experiences were self-planned as well as planned by a professional for a group. The most frequently employed resources were publications and resource persons. Most learning took place in off-campus environments. Evaluation of learning involved self-evaluation, feedback from others and formal types of evaluation. Learning was documented by the products from various completed projects, and written notes.

Recommendations were made to nurse educators, state licensing agencies, university and nursing education administrators, continuing education providers and publishers to explore, support and develop learning experiences based on the educator's identified and anticipated learning needs and modes of learning.
Notes: Source: Dissertation Abstracts International, Volume: 48-01, Section: A, page: 0052.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1987.

School code: 0055.