Clinical Faculty

2009 ◽  
Vol 20 (1) ◽  
pp. 71-81
Author(s):  
Scott Ziehm ◽  
Dorrie K. Fontaine
Keyword(s):  
Clinical Teaching ◽  
Full Time ◽  
Staff Nurse ◽  
Clinical Faculty ◽  
Faculty Role ◽  
Nurse Role ◽  
Teaching Position ◽  
Expert Nurses ◽  
Part Time ◽  
Good Career

There has never been a more urgent time for clinically expert nurses to consider the clinical faculty role. Whether they are making a full-time “leap” into academia or combining a successful staff nurse role with a part-time clinical teaching position, nurses should consider teaching as a good career move. Practical tips and resources are described for making the transition into a clinical faculty role a smooth one.

Engaging Baccalaureate Clinical Faculty

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Ruth E Kelly
Keyword(s):  
Role Theory ◽  
Program Planning ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Part Time Faculty ◽  
Empirically Supported ◽  
Part Time ◽  
Role Engagement ◽  
Time Faculty

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.

scholarly journals La situation de l'emploi chez les finissants francophones des institutions de formation à l'enseignement de l'Ontario

1995 ◽  
Vol 25 (1) ◽  
pp. 63-78
Author(s):  
Yves Herry ◽  
Denis Levesque ◽  
Laverne Smith ◽  
David Marshall
Keyword(s):  
Teacher Education Program ◽  
French Language ◽  
Full Time ◽  
Language Teacher Education ◽  
Teaching Position ◽  
Part Time ◽  
Teaching Positions ◽  
One Year ◽  
The One

The employment status of 420 Francophone students who graduated in 1991 from an Ontario French-language teacher education program was assessed, one and two years after graduation. One year after graduation, 265 graduates (63%) held full-time teaching positions; 38 (9%) held part-time teaching positions; and 63 (15%) were working as supply teachers. At the two-year follow-up, 6 percent of the respondents who were not employed as teachers at the one year follow-up had signed teaching contracts; whereas 12 percent who had held a teaching position a year earlier had lost their teaching jobs. Fifty seven percent of the respondents were found to be employed as teachers at both the one- and two-year follow-ups. Twenty-five percent of the sample had failed to secure a teaching position at either follow-up.

The Medical School Clinical Faculty

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical School ◽  
Patient Care ◽  
Large Scale ◽  
Medical Schools ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Faculty Salaries ◽  
Part Time Faculty ◽  
Part Time

Large-scale federal funding of research in the 1950s and 1960s enabled medical schools to hire many full-time clinical faculty members who differed from their part-time colleagues in their orientation toward research and patient care. When research funding leveled off in the late 1960s, medical schools turned to patient-care revenues from Medicare and Medicaid to pay faculty salaries. Faculty earnings from research and clinical activities have led to inbalances in the attention given to patient care, teaching, and research. Until well past mid-century, most clinical faculty members were part-time teachers with extensive private practices. In 1951, part-time faculty members comprised 32 percent of the non-M.D. faculty and 80 percent of the M.D. faculty, and they provided 40 percent of the total faculty time spent on all activities. The use of part-time faculty members in the clinical fields was considered advantageous because they retained their clinical skills and were paid lower salaries. When the federal government began large-scale funding of research in medical schools, full-time clinical faculty positions became more feasible because the government compensated faculty members for their research time. Some faculty members carried out federally funded research during the summer months to supplement their academic-year salaries. Many others carried out funded research during the academic year, with the medical schools receiving compensation on a prorated basis for the time lost from teaching and other academic obligations. Medical schools were also reimbursed by all grants for research overhead expenses. By 1970, 49 percent of all medical school faculty members received partial or full support for their research activities. Because research detracted from the private practices of clinical faculty members, few of them would have made the necessary financial sacrifices to undertake research and live on normal academic salaries. Medical schools and the NIH therefore used several devices to create nominal faculty salaries for purposes of grant funding that were much higher than the actual faculty salaries paid by medical schools. One method was for the medical school to pay only a part, such as one-third, of a faculty member’s salary, while the total salary was used in grant applications.

Abstract TP251: The Direct and Indirect Impact of the Acute Stroke Nurse Role on Thrombolysis Treatment Times and Rates

Stroke ◽  
2013 ◽  
Vol 44 (suppl_1) ◽  
Author(s):  
Skye Coote ◽  
Poh Sien Loh ◽  
Andrea Moore ◽  
Chris Bladin
Keyword(s):  
Acute Stroke ◽  
Fast Track ◽  
Positive Impact ◽  
Full Time ◽  
Stroke Patients ◽  
Nurse Role ◽  
Indirect Impact ◽  
Part Time ◽  
After Hours ◽  
Stroke Thrombolysis

Background: The Acute Stroke Nurse (ASN) role at Box Hill Hospital is a business hours (weekday 8am - 4.30pm) first responder role designed to fast track acute stroke patients through thrombolysis screening in the Emergency Department. Since 2004, this role has been filled in either a full-time (FT) or part-time (PT) capacity, except for a 5-month period in 2010 where the role was vacant. We sought to explore the influence of having a full-time ASN, compared to part-time or no ASN, on thrombolysis rates and times. Methods: Data was extracted from the hospital’s stroke thrombolysis database for the period 2004 to 2012. Comparisons were made for those patients seen by the ASN, when FT and PT and those who saw medical staff only. Statistical comparisons were made using Mann-Whitney Rank Sum test. Results: Almost half (43% n=182) of the 428 thrombolysis cases occurred during business hours, the ASN attended 84% of cases when the role was filled FT and 15% when PT. No difference was seen in median door-to-CT times (25 minutes.) Faster median door-to-needle times were achieved during business hours when the patient was seen by the ASN compared to those who were not (66 mins vs. 83 mins, p=<0.001.) Faster times were seen when the ASN role was FT (68 min) or PT (79 min) compared to vacant (89 mins, p=0.006,) with more patients treated within 60 minutes of arrival (35% FT, 27% PT and 8% vacant, NS). While the ASN only works within business hours, faster door-to-needle times were seen after hours when the ASN role was filled FT and PT compared to vacant (87mins and 100 mins vs. 103 mins, p=0.013;) and treatment was only commenced under 60 minutes when the ASN was employed FT. Conclusion: The Acute Stroke Nurse role seems to have a positive impact on thrombolysis treatment times and rates, with the best results being achieved during and outside business hours when the ASN is employed FT.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Women and Entrepreneurship – Albanian Case

2016 ◽  
Vol 1 (1) ◽  
pp. 249
Author(s):  
Anna Xheka
Keyword(s):  
Gender Equality ◽  
Gender Gap ◽  
Secondary Data ◽  
Special Focus ◽  
Full Time ◽  
Men And Women ◽  
Women’S Entrepreneurship ◽  
Part Time ◽  
Women's Entrepreneurship ◽  
The Difference

Women’s entrepreneurship is a powerful source, regarding to the women’s economic independence and empowerment, as well as regarding employment generation, economic growth and innovation, development and the reduction of poverty as well as one of the terms of gender equality. This poster presents the situation of women's entrepreneurship in Europe in comparative terms, with special focus in Albania. The paper has a descriptive nature. Describes three different plans in comparative terms; the representation of men and women in entrepreneurship, the representation of women in entrepreneurship in different countries of Europe and of Europe as a whole, as well as compare to gender quota. Through the processing of secondary data from various reports and studies, this poster concludes that although that the gender equality goal is the equal participation of men and women in all sectors, including the entrepreneurship, in this sector, gender gap it is still deep. Another significant comparative aspect, it is the difference between full and part –time women entrepreneurship. While in full time entrepreneurship in a convince way, men are those that dominate, in part time entrepreneurship clearly it’s evident the opposite trend, women's representation is much higher. It’s very interesting the fact, that the women’s entrepreneurship in Albania, presented in a significant optimistic situation, ranking in the second place, after Greece in the European level

THE USE OF INFORMATION TECHNOLOGY IN DISTANCE, PART-TIME AND FULL-TIME COURSES

2020 ◽  
pp. 41-50
Author(s):  
Almaziya G. Kataeva ◽  
◽  
Sergei D. Kataev ◽  
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Professional Competence ◽  
Time Frame ◽  
Full Time ◽  
Internet Resources ◽  
Modern Development ◽  
Grammatical Skills ◽  
Part Time ◽  
Time Courses

The modern development of society determines the forms and content of the process of teaching foreign languages. The quantity and quality of information in the field of mastering a foreign language is constantly growing as a means of sociocultural, linguistic and cultural and professional development of an individual. A foreign language is currently considered as an integral part of intercultural communication in various fields of objective reality and the development of a culture of interethnic communication. In the process of teaching a foreign language, technologies are becoming increasingly important which makes it possible to achieve the required level of communicative competence in speaking and writing in a shorter time frame and to recreate a virtual spatial temporal communication environment with native speakers. In this regard, the form of distance learning can be more and more prospective, being psychologically more comfortable for students and teachers; many of its elements can be integrated into other forms of training. The article exposes certain information technologies, the use of which increases the effectiveness of teaching a foreign language in distance, part-time and full-time courses. On the example of specific interactive multimedia Internet resources in the field of learning the German language, the urgent importance of using computerized teaching methods for acquiring and enhancing pronunciation, lexical and grammatical skills and knowledge with the aim of forming linguistic and cultural and professional competence of students is emphasized. At the same time, the article highlights importance of non-verbal forms of communication for achieving the desired effect of verbal communication, while relying on relevant audiovisual Internet resources.

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