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Related Experiment Video

Updated: May 3, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Lead Faculty Workload Model: recognizing equity and leadership in faculty.

Julee Waldrop¹, Susan Chase

¹Author Affiliations: Clinical Associate Professor (Dr Waldrop) and Associate Dean for Graduate Affairs and Professor (Dr Chase), College of Nursing, The University of Central Florida, Orlando.

|February 19, 2014

Summary

Nursing faculty face increased workloads due to distance learning and faculty shortages. The Lead Faculty Workload Model offers a new, equitable standard for evaluating faculty responsibilities and mentoring, addressing these challenges effectively.

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Last Updated: May 3, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Nursing Education
Higher Education Administration

Background:

Nursing education faces challenges maintaining quality and consistency amidst increasing faculty workloads.
Factors contributing to increased workloads include expanded distance learning, faculty shortages, and pressure to increase nurse graduates.
Current workload evaluation methods are insufficient for addressing these complex issues.

Purpose of the Study:

To introduce and describe the Lead Faculty Workload Model as an updated approach to evaluating faculty responsibilities.
To formalize the roles and expectations for lead and supporting faculty in mentoring and monitoring junior faculty.
To provide a more equitable framework for addressing faculty workload issues in nursing education.

Main Methods:

Development of a new workload model specifically for lead and supporting faculty in nursing programs.
Formalization of responsibilities related to mentoring and monitoring junior faculty within the model.
Implementation of the model as a new standard for workload evaluation.

Main Results:

The Lead Faculty Workload Model provides a structured approach to faculty workload assessment.
The model clarifies expectations and responsibilities for lead and supporting faculty roles.
It establishes a framework for equitable distribution of workload and mentorship activities.

Conclusions:

The Lead Faculty Workload Model offers a more equitable and effective method for managing nursing faculty workloads.
This model addresses both chronic and recent challenges faced by nursing faculty.
Adoption of this model can help maintain educational quality and consistency in nursing programs.