A SURVEY OF PART-TIME FACULTY IN BACCALAUREATE SCHOOLS OF NURSING AND THEIR LEARNING NEEDS.
Contributors: Columbia University. Teachers College.
Published: 1996
Number of pages: 94
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Curriculum and Instruction.
Description: The purpose of this investigation was to survey part-time faculty in baccalaureate nursing programs and assess their nursing and teaching educational backgrounds. In addition, the learning needs of the respondents were examined.

A survey, developed by the author, was mailed to baccalaureate nursing program administrators in 3 northeastern states and program administrators were asked to mail the surveys to their part-time faculty. Thirty-six programs participated in the survey. A minimum response rate of 50.8% was obtained and 239 completed surveys were analyzed.

Descriptive statistics were compiled for each question in the survey and inferential statistics were used to examine possible differences in years of teaching and master's degree program content related to job requirements and level of comfort performing in the role. The sample was 96.7% female with the majority falling into the 35-54 years age groups. The respondents had an average of 20 years nursing experience (SD = 9.4 years), but only an average of 3.3 years (SD = 3.2 years) of teaching experience. Over 97% of the sample had a master's degree and 12% had either a doctorate or nurse practitioner preparation. The majority of the sample (85.3%) had a clinical teaching assignment.

The respondents indicated that over 50% had little or no orientation to the college or nursing unit governance and policies, nursing philosophy or curriculum framework, and that over 50% had little or no content on classroom or clinical teaching in their master's program. Those who had some or a great deal of content on clinical teaching in their master's program reported feeling more prepared to grade written assignments and more likely to incorporate the program's curriculum framework in their teaching. The respondents who had 3 or more years of part-time teaching experience were more likely to report feeling prepared for several aspects of the teaching role than respondents with less than 3 years experience. Part-time faculty in the study identified a need for an orientation to their role and reported feeling "out of touch" with full-time faculty and the nursing program.

Implications for hiring and orienting new part-time faculty are discussed and ways to increase the part-time faculty participation in the life of the nursing schools are suggested. Recommendations for further research to improve nursing faculty effectiveness are proposed.
Notes: Source: Dissertation Abstracts International, Volume: 57-02, Section: B, page: 0988.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1996.

School code: 0055.