Nursing faculty perceptions of course assignment changes: Effects on competence, satisfaction, and teaching...

Frequent changes in course assignments present challenges for nursing faculty in maintaining specialized knowledge, which may affect their teaching effectiveness and job satisfaction.

This study examines nursing faculty members' perceptions of expectations to teach various courses each semester and how these expectations impact their competence, job satisfaction, and teaching effectiveness.

A cross-sectional descriptive design was used, and data were collected via an online survey from nursing faculty across multiple institutions to capture their experiences and perceptions related to course assignment changes.

Findings indicate that 36% of faculty perceive frequent course assignment changes as hindering their teaching effectiveness. Additionally, 57% reported a perceived decline in education quality compared to their previous teaching experiences. Job satisfaction decreased for 40% of respondents relative to their prior roles. Faculty at R1 research institutions reported more frequent course assignment changes than those at non-research institutions. Public institutions and non-tenure track faculty expressed higher levels of dissatisfaction, whereas faculty at private for-profit institutions experienced greater assignment stability.

These results highlight the need for balanced course assignment policies that support nursing faculty development and sustain educational quality. Implementing such strategies may improve teaching effectiveness and enhance the faculty work environment.