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Differences in Nursing Faculty Satisfaction Teaching Online: A Comparative Descriptive Study.

Deanna L Howe, Hsiu-Chin Chen, Keri L Heitner

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    Faculty satisfaction teaching online courses increases with more experience and robust support services, including mentoring and technical assistance. Adequate resources are crucial for successful online nursing education transitions.

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    Area of Science:

    • Nursing Education
    • Online Learning
    • Faculty Development

    Background:

    • Increasing demand for online education in nursing programs.
    • Nursing faculty are transitioning to online course delivery.
    • Lack of adequate support for faculty in online teaching.

    Purpose of the Study:

    • To investigate factors influencing nursing faculty satisfaction with online teaching.
    • To identify the impact of support services on faculty experience in online education.

    Main Methods:

    • Quantitative, descriptive, comparative study design.
    • Online survey distributed to nursing faculty across 15 states.
    • 185 completed surveys analyzed.

    Main Results:

    • Higher satisfaction reported by faculty with extensive online teaching experience (20+ courses).
    • Significant satisfaction increase for faculty receiving mentoring, release time, and technical/LMS support.
    • Lack of support correlated with lower faculty satisfaction.

    Conclusions:

    • Support services are critical for enhancing nursing faculty satisfaction in online teaching environments.
    • Investing in faculty support systems is essential for effective online nursing education.
    • Evidence supports the need for comprehensive resources for faculty transitioning to online instruction.