A model for graduate nursing faculty teaching workload

Student plagiarism has always been a concern for nursing faculty. Faculty have noticed an increase in graduate student plagiarism during COVID-19. While research regarding plagiarism and graduate nurses and occupational stress and plagiarism is sparse, neurobehavioral research on decision-making provides some clues for faculty concerned about graduate nurses working and attending school during a pandemic.

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Orientation, Evaluation, and Integration of Part-Time Nursing Faculty

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2015-0036 ◽

2015 ◽

Vol 12 (1) ◽

pp. 83-90 ◽

Cited By ~ 5

Author(s):

Joanne S. Carlson

Keyword(s):

Nursing Education ◽

Nursing Faculty ◽

Full Time ◽

Convenience Sample ◽

Faculty Teaching ◽

Clinical Nursing ◽

Prelicensure Nursing ◽

Part Time ◽

Clinical Nursing Faculty ◽

Time Faculty

AbstractThis study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy.

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National Clinical Graduate Nursing Faculty: Management of Multiple Chronic Conditions

Journal of Doctoral Nursing Practice ◽

10.1891/2380-9418.11.1.79 ◽

2018 ◽

Vol 11 (1) ◽

pp. 79-87

Author(s):

Kim Kuebler ◽

Charles Champ ◽

Dellarie Shilling

Keyword(s):

Nursing Education ◽

Nursing Faculty ◽

Chronic Conditions ◽

Pass Rate ◽

Multiple Chronic Conditions ◽

Care Needs ◽

Perceived Knowledge ◽

Actual Knowledge ◽

Complex Care Needs ◽

Graduate Nursing

The purpose of this project is to compare clinical graduate nursing faculty self-perceived knowledge with actual knowledge on the management of symptomatic multiple chronic conditions (MCCs) through a psychometrically reliable and valid 46-item objective examination. Methodology included three separate e-mail communications to more than 800 U.S.-based graduate nursing school or program chairs, deans, or directors encouraging faculty participation. One hundred and six respondents initiated the survey and over half of the participants withdrew from completing in its entirety, making it difficult to correlate self-perceived knowledge with actual knowledge. The results, however, show an overall mean score of below average pass rate. This study has been performed in undergraduate, graduate, and clinical graduate nursing faculty—suggesting a serious concern in clinical nursing education and clinical practice to meet the complex care needs of the largest, fastest-growing, and costliest U.S. patient population—those with MCCs.

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Graduate Nursing Faculty Workload in the United States

Journal of Professional Nursing ◽

10.1016/j.profnurs.2012.10.006 ◽

2013 ◽

Vol 29 (5) ◽

pp. 276-281 ◽

Cited By ~ 2

Author(s):

Marie L. Lobo ◽

Judy A. Liesveld

Keyword(s):

United States ◽

Nursing Faculty ◽

The United States ◽

Faculty Workload ◽

Graduate Nursing

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Factors Related to Graduate Nursing Faculty Scholarly Productivity

Nursing Research ◽

10.1097/00006199-199305000-00010 ◽

1993 ◽

Vol 42 (3) ◽

pp. 179???183 ◽

Cited By ~ 8

Author(s):

DIANA YOUNG BARHYTE ◽

BARBARA K. REDMAN

Keyword(s):

Nursing Faculty ◽

Scholarly Productivity ◽

Graduate Nursing

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Preparing Nurse Educators: The Current Landscape

Creative Nursing ◽

10.1891/crnr-d-20-00011 ◽

2021 ◽

Vol 27 (2) ◽

pp. 98-105

Author(s):

Susan Hayes Lane ◽

Eileen Kohlenberg

Keyword(s):

Nursing Education ◽

Nursing Faculty ◽

Nurse Educators ◽

Graduate Program ◽

Nursing Programs ◽

Future Directions ◽

Faculty Shortage ◽

Nursing Faculty Shortage ◽

Student Demographics ◽

Graduate Nursing

There is an urgent need to address the nursing faculty shortage and evaluate current enrollment in nurse educator programs across the country. In this article, we describe a nationwide review of graduate nursing programs focusing on the nursing education shortage; program, faculty, and student demographics; methodological approaches; concentrations, content and practice areas; and future directions for graduate program development.

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