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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Nursing faculty perceptions of course assignment changes: Effects on competence, satisfaction, and teaching
Margaret Salib-Barrios1, Emily Eiswirth2
1School of Nursing, Joyce University of Nursing and Health Sciences, 12257 Business Park Drive, Draper, Utah, 84020, United States of America.
Summary
Frequent course assignment changes negatively impact nursing faculty
Area of Science:
- Nursing Education
- Faculty Development
- Higher Education Administration
Background:
- Nursing faculty face challenges maintaining expertise due to frequent course assignment changes.
- These changes can negatively affect teaching effectiveness and job satisfaction.
Purpose of the Study:
- Examine nursing faculty perceptions of course assignment expectations.
- Assess the impact on competence, job satisfaction, and teaching effectiveness.
Main Methods:
- Cross-sectional descriptive study.
- Online survey data collected from nursing faculty across multiple institutions.
Main Results:
- 36% of faculty feel frequent changes hinder teaching effectiveness.
- 57% perceive a decline in education quality; 40% report decreased job satisfaction.
- Faculty at R1 institutions and public institutions experience more changes and dissatisfaction.
Conclusions:
- Need for balanced course assignment policies to support faculty and educational quality.
- Strategies to improve teaching effectiveness and the faculty work environment are crucial.
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