NEW FACULTY ORIENTATION PRACTICES IN BACCALAUREATE AND HIGHER DEGREE PROGRAMS IN NURSING.
Contributors: University of Texas at Austin.
Published: 1988
Number of pages: 322
Subjects: Education, Administration.; Health Sciences, Nursing.
Description: This study was conducted to examine the process of orientation for newly hired nurisng faculty. The purposes of the study were: (a) to describe orientation practices encountered, (b) to determine whether such practices were primarily formal or informal, (c) to examine faculty perceptions of the effectiveness of orientation, and (d) to explore relationships between orientation effectiveness, job satisfaction, and intent to leave the institution.

Two hundred randomly selected faculty first employed in baccalaureate and higher degree programs in nursing during the 1986-87 academic year were asked to participate. A total of 121 persons completed usable questionnaires consisting of an Orientation Practices Questionnaire (OPQ), the Job Descriptive Index (JDI), and a propensity to leave index (PLI). The typical subject was caucasian, aged 31-40. Half of the sample were new to teaching and half had two or more years of experience. Only a small number of part-time faculty participated.

Overall, subjects reported relatively few orientation practices. Some practices were reported more frequently than others and differences were noted in the frequency with which specific practices were reported for each of the four components of orientation: definition of role, conflict management, initiation to task, and initiation to group. Formal and informal practices were reported with equal frequency and were considered equally effective.

The majority of subjects rated their orientation as effective, but 36% rated it "moderately" to "very" ineffective. Specific practices were more effective in some areas than others. Conversation with other nursing faculty was the most effective practice in all areas. Orientation effectiveness was predictive of a significant portion of the variance in both job satisfaction and intent to leave. These relationships were stronger for new teachers, those from graduate institutions very dissimilar to the employing institution, and persons in medium-sized faculties. Recommendations for new faculty orientation and for future research are presented.
Notes: Source: Dissertation Abstracts International, Volume: 49-09, Section: A, page: 2463.

Thesis (PH.D.)--THE UNIVERSITY OF TEXAS AT AUSTIN, 1988.

School code: 0227.