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Area of Science:

  • Nursing Education
  • Academic Workload Studies
  • Higher Education Administration

Background:

  • Nurse faculty perceptions of teaching workload are often unverified due to opaque institutional policies.
  • Lack of transparency in workload policies makes it difficult to corroborate claims of higher teaching loads among nurse faculty compared to other academic departments.

Purpose of the Study:

  • To investigate potential inequities in teaching workloads between nurse faculty and their academic counterparts.
  • To gather data on teaching workload disparities from the viewpoint of Deans and Directors of Nursing Programs.

Main Methods:

  • A descriptive, web-based survey was administered to Nurse Unit Leaders in Spring 2019.
  • The study included 224 respondents, with data analyzed using descriptive statistics.

Main Results:

  • Nurse Unit Leaders reported that nurse faculty teach larger classes and more courses than their academic peers.
  • Respondents cited the complexity of nursing education and a lack of administrator understanding as reasons for these disparities.

Conclusions:

  • Transparent workload policies are essential for achieving equitable teaching assignments.
  • An organizational culture that values faculty governance is crucial for addressing workload inequities.