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Faculty workload: myths and realities.

The Journal of Nursing Education

|January 1, 1986

Summary

This summary is machine-generated.

This study surveyed nursing schools to understand faculty workload policies. Results show teaching is prioritized, while advising, research, and client care hold little weight in workload determination.

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Area of Science:

Nursing Education
Academic Administration

Background:

Faculty workload is a critical factor in academic settings.
Understanding current workload policies in nursing schools is essential for faculty management and resource allocation.

Purpose of the Study:

To determine current faculty workload policies and practices in collegiate schools of nursing.
To identify factors influencing workload determination in nursing education.

Main Methods:

A 40-item questionnaire was distributed to all member schools of the American Association of Colleges of Nursing.
Seventy-two percent of surveyed institutions provided responses for data analysis.

Main Results:

Quantifiable factors directly related to teaching significantly influence faculty workload assessments.

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Less quantifiable aspects, including student advisement, research, publication, and direct client care, were found to be of minimal importance in workload determination.

Conclusions:

Current workload policies in nursing schools heavily favor quantifiable teaching metrics.
There is a need to re-evaluate workload policies to better incorporate diverse faculty responsibilities beyond direct teaching.