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Engaging baccalaureate clinical faculty.

Ruth E Kelly1

  • 1Saint Joseph College, CT, USA. rkelly@sjc.edu

International Journal of Nursing Education Scholarship
|May 2, 2006
PubMed
Summary
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This study explored the roles of clinical nursing faculty, finding that clinical competence is essential. Differences exist between full-time and part-time faculty, with part-time faculty desiring more program planning involvement.

Area of Science:

  • Nursing Education
  • Role Theory
  • Faculty Development

Background:

  • Understanding the multifaceted roles of clinical faculty in baccalaureate nursing programs is crucial for effective education.
  • Existing literature highlights the complexities and challenges faced by clinical nursing educators.

Purpose of the Study:

  • To investigate the role of clinical faculty in baccalaureate nursing programs using role theory.
  • To empirically examine the concept of role engagement among clinical nursing faculty.
  • To identify differences and relationships among role variables for full-time and part-time clinical faculty.

Main Methods:

  • Descriptive study utilizing role theory.
  • Development and application of the Clinical Faculty Role Questionnaire.

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  • Inclusion of 134 full-time and part-time clinical faculty members.
  • Statistical analyses including Pearson's correlation and t-tests.
  • Ancillary qualitative investigation.

    • Main Results:

    • The concept of role engagement was empirically supported.
    • Significant differences were found between full-time and part-time faculty regarding status, role conception, and role engagement.
    • Educational content areas supported the clinical educator role.
    • Key themes identified include the need for clinical competence and a desire for program planning inclusion among part-time faculty.

    Conclusions:

    • Role theory provides a valuable framework for understanding clinical faculty roles.
    • Addressing the distinct needs and experiences of full-time and part-time faculty is important for nursing education.
    • Enhancing clinical competence and faculty inclusion can improve the clinical educator role.