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ERIC Number: ED549274
Record Type: Non-Journal
Publication Date: 2012
Pages: 94
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-4630-8
ISSN: N/A
Perceptions of Teaching Effectiveness of Part-Time and Full-Time Clinical Nursing Faculty of BSN Education
DeSantis, Kimberly L.
ProQuest LLC, Ph.D. Dissertation, Capella University
The United States faces a critical shortage of full-time registered nurses, which is . directly affected by the shortage of nurse educators. Many schools of nursing are already seeing the impact as qualified program applicants are being turned away due to the lack of qualified educators available to teach them. The trend has become to employ increasing numbers of part-time faculty who have a clinical focus in their education There is much debate about the clinical teaching effectiveness of part-time faculty. One way to assess quality of education is to assess teacher effectiveness. The purpose of this quantitative, descriptive, study was to examine student and faculty perceptions of the clinical teaching effectiveness of part-time clinical nursing faculty as compared to full-time clinical nursing faculty. The study also identified the characteristics of effective clinical teachers as perceived by students, part-time clinical nursing faculty, and full-time clinical nursing faculty. The instrument used for this study was the Nursing Clinical Teacher Effectiveness Inventory, and students and faculty respondents from four schools of nursing in Central Indiana participated in the study. Results showed statistically significant differences in the clinical teaching effectiveness between full-time and part-time faculty. Full-time faculty were considered to to be more effective clinical instructors. Faculty did not find any statistically significant differences in the clinical teaching effectiveness between full-time and part-time faculty. The top characteristics of effective clinical instructors were reported by both students and faculty as teaching ability and nursing competence. The findings of the study provide the basis for future research and highlight the complexities of determining effective clinical teaching. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana