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Influences on instructional planning.

K Roberts

    The Australian Journal of Advanced Nursing : a Quarterly Publication of the Royal Australian Nursing Federation
    |March 1, 1991
    PubMed
    Summary
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    Nurse academics face constraints like funding and workload, but their backgrounds and beliefs facilitate instructional planning. Understanding these factors is key for nursing education.

    Area of Science:

    • Nursing Education
    • Higher Education Studies
    • Educational Psychology

    Background:

    • Instructional planning is crucial for effective nursing education.
    • Nurse academics' decisions are influenced by various internal and external factors.
    • Understanding these influences can improve curriculum development and delivery.

    Purpose of the Study:

    • To investigate the factors influencing instructional planning decisions among nurse academics.
    • To identify both constraining and facilitating influences on these decisions.
    • To explore the implications for nursing academia and relevant educational theories.

    Main Methods:

    • A mixed-methods approach was employed, combining quantitative and qualitative data.
    • Surveys were administered to 195 nurse academics across 12 institutions.

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  • Semi-structured interviews were conducted with 14 nurse academics from four colleges.

    • Main Results:

    • Major constraints identified include funding, workload, and time limitations.
    • Facilitating factors encompass academics' backgrounds, beliefs about teaching and learning, and student needs.
    • Positive influences also stem from leadership, interpersonal relationships, and perceptions of curriculum.

    Conclusions:

    • Instructional planning for nurse academics is shaped by a complex interplay of constraints and facilitators.
    • Academics' personal beliefs and professional backgrounds significantly enable effective planning.
    • The findings support existing theories on facilitating and frame factors in academia.