BACCALAUREATE NURSING FACULTY UTILIZATION OF NURSING RESEARCH IN CURRICULA.
Contributors: St. Louis University.
Published: 1992
Number of pages: 215
Subjects: Health Sciences, Nursing.; Education, Curriculum and Instruction.
Description: The purpose of this study was to describe (a) the process baccalaureate nursing faculty used to incorporate nursing practice innovations in curricula, (b) the extent to which nursing practice innovations were utilized in baccalaureate nursing curricula, (c) faculty characterization and performance of their research utilization role, and (d) organizational and individual variables associated with innovation adoption in baccalaureate nursing curricula.

The sample for this descriptive survey study was 290 faculty employed in 183 National League for Nursing accredited generic baccalaureate nursing programs located throughout the United States.

The study found evidence that baccalaureate nursing faculty experienced the knowledge, persuasion, decision, and implementation stages of the innovation-decision process described in E. M. Rogers' innovation diffusion theory. Four additional innovation diffusion theoretical concepts were supported.

The existence of a "research-practice gap" in baccalaureate nursing education was identified. Only two of six nursing practice innovations were implemented by a majority of faculty suggesting lack of utilization of nursing practice innovations in baccalaureate nursing curricula.

Communicating a positive attitude and providing a role model for students by utilizing nursing research findings in lecture and clinical were important research utilization role descriptors for baccalaureate nursing faculty. Faculty performance of each research utilization role descriptor was rated lower than its perceived importance.

The most statistically significant findings related to number of professional journals read. Faculty who had a PhD in nurisng; were single; recently conducted nursing research; and lived in the North Atlantic region read a significantly higher number of professional journals. The score representing faculty adoption of nursing practice innovations did not demonstrate statistically significant differences for any organizational or individual variables. Finally, faculty employed in a school with a graduate program and who read nursing research journals 3-4 hours per week had a more positive research utilization experience.
Notes: Source: Dissertation Abstracts International, Volume: 54-01, Section: B, page: 0164.

Thesis (PH.D.)--SAINT LOUIS UNIVERSITY, 1992.

School code: 0193.