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Work load issues in clinical nursing education

P Schuster1, D C Fitzgerald, P A McCarthy

  • 1College of Health and Human Services, Youngstown State University, OH 44555, USA.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|May 1, 1997
PubMed
Summary
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Nursing faculty face heavy workloads due to undervalued clinical teaching. This impacts faculty time for research and service, potentially risking academic careers in baccalaureate nursing programs.

Area of Science:

  • Nursing Education
  • Academic Workload Analysis

Background:

  • Clinical teaching in Baccalaureate (BSN) programs is often undervalued compared to classroom teaching.
  • This disparity in workload policies may jeopardize nursing faculty's academic careers.

Purpose of the Study:

  • To analyze workload issues in BSN nursing education.
  • To investigate teaching credit hours for clinical contact, faculty time for research/service, and clinical student-to-faculty ratios.

Main Methods:

  • Survey of 22 Baccalaureate (BSN) nursing programs.
  • Data collection on credit hour allocation, faculty time allocation, and student-to-faculty ratios.

Main Results:

  • 70% of programs awarded less than 1 teaching credit hour per clinical contact hour.

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  • Faculty teaching clinical courses experienced 8-24 more weekly hours in face-to-face teaching than lecture-based colleagues.
  • 50% of programs reported clinical student numbers exceeding 10:1, with concerns arising above 8:1.

    • Conclusions:

    • Current clinical workload policies in BSN programs create significant time demands on nursing faculty.
    • These demands reduce time available for essential scholarship and service activities.
    • High student-to-faculty ratios in clinical settings raise concerns about educational quality and supervision.