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ERIC Number: ED512757
Record Type: Non-Journal
Publication Date: 1998
Pages: 150
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-5917-8526-5
Faculty Practice in Nursing Education Programs in Rural States
Berkram, Gelene Marie
ProQuest LLC, Ed.D. Dissertation, University of Montana
This descriptive study identified demographic, organizational, and satisfaction data of faculty in nursing education programs in rural states who do and do not engage in faculty practice. Out of a total of 509 surveys which were sent to faculty from 35 nursing schools located in twelve rural states, 366 surveys were returned for a 72% response rate. The variable of interest of this study was faculty practice. One hundred ninety-five of the respondents (53%) were involved in faculty practice while 171 of the respondents (47%) were not involved in faculty practice. The most frequent reason identified by nonpracticing faculty for not practicing was not enough time. Other reasons less commonly identified were not counted toward promotion or tenure, no available positions, and lack of administrative support. Reasons for practicing most commonly identified by practicing respondents include maintaining clinical skills, personal satisfaction, improve credibility with colleagues, and earn extra income. Satisfaction data indicated most of the respondents were satisfied in their faculty role. Faculty were asked to identify satisfiers and dissatisfiers in their role as nursing educators. Satisfiers commonly identified included classroom instruction, clinical instruction, and professional development. Dissatisfiers commonly identified included low monetary compensation, teaching load and low status in university/college community. The data were analyzed using chi-squares, ANOVAs, and logistic regression procedures to determine the relationship between the respective independent variables and the dependent variable of faculty practice. The significant independent variables were age, certification, required practice and faculty practice as a satisfier. Using this logistic regression model with these variables predicted faculty practice 77.72% of the time. The results of this study contributes to the knowledge base about faculty practice and job satisfaction in nursing education program in rural states. The identification of the factors which impact faculty practice will help nursing education administrators to recruit and retain qualified faculty. The results of research are clear--nursing faculty cannot continue to be expected to do it all. If nursing educators are to succeed in academia, faculty practice must be incorporated into faculty workloads and promotion and tenure documents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A