Engaging baccalaureate clinical faculty

International Journal of Nursing Education Scholarship
Ruth E Kelly

Abstract

Role theory was utilized in this descriptive study to investigate clinical faculty in baccalaureate nursing programs. The Clinical Faculty Role Questionnaire was developed and employed to study 134 full-time and part-time clinical faculty members. Theory derivation was used and the concept of role engagement was empirically supported. Pearson's correlation analysis was used to investigate the relationships among the variables. T-test results identified differences between full-time and part-time faculty members on role variables of status, role conception, and role engagement. The relationships between study concepts and areas of educational content related to the teaching role were explored and identified as supportive of the clinical educator role. Ancillary qualitative investigation resulted in the identification of several themes: the need for clinical competence; for part-time faculty, a desire to be included in program planning.

Citations

May 29, 2010·Journal of Continuing Education in Nursing·Peggy Hewitt, Lynne Porter Lewallen
Oct 25, 2012·The Journal of Nursing Education·Sherry DahlkeJae-Young Kwon
Sep 18, 2013·The Journal of Nursing Education·Kathleen Poindexter
Mar 21, 2009·The Journal of Nursing Education·Sarah PettusNancy Burruss
Mar 29, 2014·Nurse Education in Practice·Lisa Sue Flood, Kristi Robinia
Feb 27, 2016·International Journal of Nursing Education Scholarship·Farah JethaMarion Clauson
Aug 12, 2009·Nursing Management·Mary Lou JenkinsBarbara Trent
Apr 18, 2008·AACN Advanced Critical Care·Maria A Connolly, Carol Jo Wilson
Jan 1, 2015·Nursing Education Perspectives·Joanne S Carlson
Aug 31, 2007·Nurse Education in Practice·Frances Fothergill BourbonnaisLaura Giannantonio

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