Constraints that nursing program administrators encounter in promoting faculty change and development

The purpose of this study was to investigate the constraints that nursing program administrators encounter in promoting faculty change and development. The underlying theoretical framework was based on the concepts of change and innovation presented by Lunde and Hartung, Downs and Mohr, and Kanter. Administrators of baccalaureate schools of nursing (n = 271) who were members of the American Association of Colleges of Nursing participated in this study. All participants answered a questionnaire on types of development activities provided, beliefs regarding faculty development, and constraints in providing faculty development. Descriptive statistics, cross-tabulation, and regression analysis were used to analyze data. Development activities reported ranged from sabbaticals to providing centers for faculty development. Lack of research skills in master's degree--prepared faculty was determined to be the greatest perceived limitation. Available resources, perceived faculty responsibility for own development, and perceived faculty interest were found to be predictive of provision of development activities. Results of this study suggest that availability of resources affects faculty development as does the perception by administration that faculty need to show interest and assume personal responsibility for professional development.