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Recording Brain Electromagnetic Activity During the Administration of the Gaseous Anesthetic Agents Xenon and Nitrous Oxide in Healthy Volunteers
Published on: January 13, 2018
Nurse anesthetists as university faculty.
Alfred E Lupien1, Marlene M Rosenkoetter
1Nursing Anesthesia Program, School of Nursing, Medical College of Georgia, Augusta, USA. a_lupien@bellsouth.net
AANA Journal
|October 20, 2006
Summary
Certified Registered Nurse Anesthetists (CRNAs) faculty engage in teaching, research, and service. Enhancing doctoral preparation and research time is crucial for CRNA integration into academia and specialty knowledge advancement.
Area of Science:
- Nursing Education
- Academic Roles
- Faculty Development
Background:
- Certified Registered Nurse Anesthetists (CRNAs) function as university faculty.
- CRNA faculty are expected to fulfill traditional academic obligations.
- Understanding their educational background and role expectations is vital.
Purpose of the Study:
- To describe the educational preparation of nurse anesthesia faculty.
- To outline the role expectations for nurse anesthesia faculty.
- To identify factors influencing CRNA faculty integration into university settings.
Main Methods:
- A descriptive study design was employed.
- An investigator-developed questionnaire was distributed to directors of 85 accredited nurse anesthesia programs.
- Responses were analyzed using descriptive statistics.
Main Results:
- 25% of full-time faculty held doctoral degrees.
- CRNAs actively participated in teaching, research, and service roles.
- Significant time was dedicated to program administration and teaching, with limited time for research.
Conclusions:
- Increasing the proportion of doctorally prepared faculty is essential.
- Allocating more time for research and scholarship is necessary for CRNA faculty.
- These advancements will facilitate full integration into the university and specialty knowledge growth.
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