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Nursing faculty practice: an organizational perspective.

S E Barger1, K E Nugent, W C Bridges

  • 1Department of Professional Services, School of Nursing, Northern Illinois University, DeKalb 60115.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|September 11, 1992
PubMed
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Organizational factors like requiring practice, having practice plans, and including practice in promotion and tenure criteria significantly influence faculty practice in nursing education. These structures are key for supporting faculty involvement in practice.

Area of Science:

  • Nursing Education
  • Organizational Behavior
  • Faculty Practice

Background:

  • The 1980s literature revealed philosophical support for faculty practice alongside concerns regarding faculty role overload.
  • A need was identified to understand organizational factors influencing faculty expectations about practice.

Purpose of the Study:

  • To identify organizational factors that shape faculty members' role expectations regarding practice.
  • To examine the relationship between institutional characteristics and the extent of faculty practice.

Main Methods:

  • A survey was distributed to deans/directors of National League for Nursing-accredited baccalaureate nursing programs (n=462).
  • Data from 356 respondents (78% response rate) were analyzed to determine the prevalence of faculty practice and associated organizational factors.

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Main Results:

  • 63.3% of schools reported practicing faculty, but only 8.8% required practice.
  • Written practice plans (10.2%) and nursing centers (18.1%) were reported. Practice was required for promotion (15.8%) and tenure (15.3%) in a minority of schools.
  • Master's/doctoral programs correlated positively with practicing faculty, while health science centers showed an inverse relationship. Requiring practice, practice plans, and practice for promotion/tenure were linked to both the number and percentage of practicing faculty.

Conclusions:

  • Organizational factors such as mandatory practice, formal practice plans, and practice as a criterion for promotion/tenure significantly influence faculty practice.
  • Revenue generation and formalized arrangements correlated with the number, but not the percentage, of practicing faculty.
  • Findings inform nursing education on designing structures and rewards to effectively support faculty practice.