Perceptions of Teamwork in Schools of Nursing

2020 ◽

Vol 2 (1) ◽

pp. 11-24

Author(s):

Vanessa Van Bewer ◽

Roberta L. Woodgate ◽

Donna Martin ◽

Frank Deer

Keyword(s):

Nursing Education ◽

Nursing Profession ◽

Ethical Values ◽

Education Programs ◽

Indigenous Knowledges ◽

Indigenous Learning ◽

Schools Of Nursing ◽

Indigenous Perspectives

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

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NIH Funding Ranked “Per Capita”: An Alternative Method for Assessing Research Productivity

Western Journal of Nursing Research ◽

10.1177/0193945919832599 ◽

2019 ◽

Vol 42 (1) ◽

pp. 57-60

Author(s):

Kristine M. Kulage ◽

Joshua R. Massei ◽

Elaine L. Larson

Keyword(s):

Faculty Member ◽

Research Productivity ◽

The United States ◽

National Institutes Of Health ◽

Alternative Method ◽

Schools Of Nursing ◽

Per Capita ◽

Nih Funding ◽

Member School ◽

Total Average

Ordinal rankings of schools of nursing by research funding in total dollars awarded by the National Institutes of Health (NIH) is a common metric for demonstrating research productivity; however, these data are not based on the number of doctorally prepared faculty eligible to apply for funding. Therefore, we examined an alternative method for measuring research productivity which accounts for size differences in schools: NIH funding ranked “per capita.” We extracted data on total average funding and compared them with average funding secured per faculty member across top-ranked schools of nursing in the United States from 2013 to 2017. When examining data by number of doctorally prepared faculty, 4 of 12 (33%) schools that ranked lower in total average funding ranked higher in average funding per faculty member. School size is an important but neglected factor in current funding rankings; therefore, we encourage schools to use multiple approaches to track their research productivity.

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Organizational Control of Schools of Nursing Offering Basic Professional Programs

AJN American Journal of Nursing ◽

10.2307/3457298 ◽

1947 ◽

Vol 47 (2) ◽

pp. 116

Keyword(s):

Organizational Control ◽

Professional Programs ◽

Schools Of Nursing

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Building Scholarship Capacity and Transforming Nurse Educators' Practice through Institutional Ethnography

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1948 ◽

2010 ◽

Vol 7 (1) ◽

Cited By ~ 2

Author(s):

Lynn Malinsky ◽

Ruth DuBois ◽

Diane Jacquest

Keyword(s):

Nursing Students ◽

Nurse Educators ◽

Institutional Ethnography ◽

Ethnographic Study ◽

Academic Scholarship ◽

Canadian Association ◽

Routine Work ◽

Schools Of Nursing ◽

Quality Of Nursing

Institutional ethnography can be viewed as a method of inquiry for nurse educators to build scholarship capacity and advance the quality of nursing practice. Within a framework of the Boyer (1990) model and the domains of academic scholarship in nursing described by the Canadian Association of Schools of Nursing (2006), we discuss how a team of nurse educators participated as co-researchers in an institutional ethnographic study to examine the routine work of evaluating nursing students and discovered a contradiction between what was actually happening and what we value as nurse educators. The discovery, teaching, application, and integration dimensions of scholarship are examined for links to our emerging insights from the research and ramifications for our teaching practices. The article illuminates the expertise that developed and the transformations that happened as results of a collaborative institutional ethnography.

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