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

2015 ◽  
Vol 12 (1) ◽  
pp. 83-90 ◽  
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.

Participation by Women in Annual Meetings, 1970-78

1979 ◽  
Vol 12 (03) ◽  
pp. 318-324 ◽  
Author(s):  
Martin Gruberg ◽  
Virginia Sapiro
Keyword(s):  
Political Science ◽  
The United States ◽  
Moderate Increase ◽  
Full Time ◽  
Part Time Faculty ◽  
Faculty Teaching ◽  
Previous Decade ◽  
The Status ◽  
Part Time ◽  
Time Faculty

In the late sixties, women in the United States became sensitized to their second-class status and organized to raise their consciousness and change their conditions. At the same time women in academia began to organize within their disciplines to address the problems they faced there. Political science was no exception; in 1969, when women constituted 5 percent of the membership of the APSA and 8 percent of all political science faculty teaching in colleges and universities, the APSA Committee on the Status of Women in the Profession and the Women's Caucus for Political Science formed. Numerous reports have revealed a moderate increase in the presence of women in the profession in recent years. As Table 1 shows, the percentage of degrees in political science awarded to women has increased since 1970. By the academic year 1976–77 women constituted 11 percent of full-time faculty and 18 percent of part-time faculty. Twenty-three percent of the students entering Ph.D. programs in 1977 were women, a downturn of 3 percent from the previous year, although an overall rise from the previous decade.

Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Catherine Stubin
Keyword(s):  
Nursing Education ◽  
Student Perceptions ◽  
Nursing Faculty ◽  
Faculty Perceptions ◽  
Critical Role ◽  
Clinical Environment ◽  
Student Stress ◽  
Clinical Nursing ◽  
Rich Description ◽  
Clinical Nursing Faculty

AbstractClinical faculty have a critical role in recognizing the stress students experience in the clinical environment. Despite an increasing body of research on stress and student perceptions of stress, faculty perceptions of student stress have been relatively unexplored. A qualitative descriptive design provided a rich description of clinical nursing faculty perceptions of undergraduate baccalaureate nursing student stress in the clinical environment. Colaizzi's method guided data analysis. Four themes that emerged from the interview data were: feeling overwhelmed when encountering the unknown, which included the sub-themes of facing self-doubt and experiencing insecurity in nursing actions; struggling with personal life factors; enduring uncivil clinical interactions; and contending with nursing faculty interactions. This study assists in filling the gap for nursing education by providing a rich description of student stress as described by faculty. Implications include providing faculty a clearer understanding of the stress phenomenon so they may better educate and evaluate students.

Clinical Nursing Faculty Competence Inventory

2011 ◽  
Author(s):  
XiaoJing Hou ◽  
Dan Zhu ◽  
MinHua Zheng
Keyword(s):  
Nursing Faculty ◽  
Clinical Nursing ◽  
Clinical Nursing Faculty
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