Evaluation of the effects of an inservice training program on nursing faculty members' perceptions, knowledge, and concerns about students with disabilities

This study evaluated the effects of an inservice program on the perceptions, knowledge, and concerns of nursing faculty members about students with disabilities. Training was delivered to 112 faculty members in eight nursing programs. Using a 6-point Likert scale, faculty members rated their perceptions of whether people with different types of disabilities could succeed as nursing students and professionals, their concerns regarding a number of issues about having these students in their programs, and their knowledge about how to teach and accommodate these students. The changes in faculty members' reported perceptions, before and after the training, regarding the capacity of students with five types of disabilities to be successful in nursing programs and as professionals were all statistically significant. Faculty members' concerns about patient safety, the time required of faculty, and effects on academic and clinical standards decreased significantly from before to after participating in the training. Faculty members' mean ratings of knowledge gained through the training was approximately 4, on the 6-point Likert scale, in the areas of accommodations, legal issues, clinical teaching strategies, and classroom strategies. The results of this study suggest that faculty members' perceptions, knowledge, and concerns can be positively affected through training.     

Correlates of university nurse faculty publication productivity

The purpose of this study was to identify factors which may be important in the publication productivity of university nurse faculty. Two central research questions were addressed: 1) What relationship exists between selected professional, educational, and career variables and the publication productivity of university nurse faculty members? 2) What is the typical publication productivity profile of university nurse faculty? The population consisted of 422 full-time tenure tract nurse faculty teaching in seven nursing schools that offered baccalaureate, master's and doctoral programs and were located in public Research Universities I. All data were obtained through the use of a questionnaire. Completed questionnaires were received from 80 percent of the respondents. Faculty not meeting the criteria for the study and all instructors were eliminated from analysis. Data were ultimately analyzed for 261 subjects. Thirty-two variables were found to have a significant relationship to faculty publication productivity. Eleven of these variables (highest degree, years since first master's, age, rank, teaching responsibilities, time spent teaching, time spent in research, hours of clinical instruction, teaching and research preferences, journals received, beliefs about the desirable relationship between publication and promotion and tenure) and five motivational variables were included in a regression analysis. These 16 variables grouped into three clusters, accounted for .4845 percent of the total variation in university nurse faculty publication productivity. Current job socialization factors and motivational factors accounted for a significant amount of variation in faculty publication productivity even when highest degree, years since first master's, age, and rank were controlled.     

Developing case situations for ethics education in nursing

Developing cases for the clinical teaching of ethics can be extremely time-consuming. Often, the cases that are developed either represent unrealistic situations or mere technical puzzles rather than genuine ethical problems. This article describes how faculty at the University of Minnesota modified a simple, quick and inexpensive think tank technique, the Crawford Slip Method, for use with nursing educators to generate an extensive list of ethical issues within each clinical specialty. Selecting from these lists, faculty in each specialty developed one realistic nursing case situation to illustrate selected ethical issues. Faculty were asked to use the Alverno College criteria for designing a moral dilemma when writing their cases. Suggestions for adapting the cases for multiple uses are presented.     

Perceptions of distance education among nursing faculty members in North America

A strategy to increase access to nursing education, train nurses for practice, and prepare future nurse educators is distance education. Faculty member shortages are cited as the main reason for not accepting qualified applicants. Faculty members are the core of nursing education. In order to address nursing faculty members' concerns regarding distance education and to assist in faculty member recruitment, retention, growth, and development in order to improve and enhance the quality of distance education, one must answer the question: What are nursing faculty members' perceptions of distance education in nursing? Utilizing a number of databases to locate research specific to this topic, this article provides an integrative review of the nursing literature to ascertain the faculty members' perspective of distance education. The research was analyzed, findings summarized, and limitations mentioned. Utilizing a brief supplementary review of the literature, the implications, recommendations, and need for future research are discussed.     

For us or against us? Perceptions of faculty bullying of students during undergraduate nursing education clinical experiences

The purpose of this review is to determine what we currently know about faculty bullying of nursing students during undergraduate clinical experiences. The review included 31 peer-reviewed articles and dissertations investigating faculty bullying of nursing students and those factors which can influence the phenomenon. A significant finding of this review is that faculty bullying of students arises out of complex contextual influences involving the practice setting, as well as perceptions and coping strategies of both faculty members and students. This belies the current understanding of bullying within nursing education as intentional, and arising from the personal pathologies of the teacher or student. This has implications for clinical faculty members as well as Schools of Nursing. As well, it highlights future directions for research, including interventions to decrease faculty bullying of students.     

Genetic education in baccalaureate and associate degree nursing programs in Japan

Abstract The purpose of the present study was to ascertain the amount and type of genetic content in basic nursing education programs in Japan baccalaureate degree (BSN) and associate degree (ADN), and to describe the qualifications of faculty members teaching the genetics content. A questionnaire was used to examine these. The sample was derived from 66 basic nursing preparatory programs. Faculty members from 34 out of 75 (44.7%) of the BSN programs and 32 out of 52 (61.5%) of the ADN programs returned completed surveys, providing a total response rate of 52%. As a result of the analysis of the survey data, the researchers recommend increasing the amount of genetic content, related to nursing practice, in the curriculum of Japanese baccalaureate and associate degree nursing programs. In addition, the researchers recommend increasing the number of nursing faculty specialising in genetics. Japanese nursing education must incorporate genetic knowledge into the curricula to produce professionals who are prepared to practise in the current and future genetic health care arena.     

Experiences of undergraduate nursing students with faculty incivility in nursing classrooms: A meta-aggregation of qualitative studies

Faculty-to-student incivility can have detrimental impacts on both the individual students and the nursing profession. This study synthesized the current qualitative research evidence on the experiences of undergraduate nursing students with faculty incivility in nursing classrooms. A meta-aggregation approach was applied in a systematic review of qualitative studies based on the guideline of the Joanna Briggs Institute. The analysis of 11 qualitative studies identified four synthesized findings: (1) faculty incivility included a wide range of uncivil behaviors from disruptive to threatening behaviors, (2) pedagogical incompetence, including ineffective teaching, unresponsiveness, and unfairness, was perceived as uncivil, (3) faculty incivility negatively impacted on psychological well-being and learning, and (4) adaptation efforts included seeking support from family and friends and voicing the need for an official support system. Nursing faculty members need to be aware of the malicious impacts of faculty incivility, have formal teaching preparation, and develop pedagogical competency. The students and faculty members should be empowered by establishing official support systems for students and training faculty members to be role models for civility, respectively. Faculty perspectives of their incivility to students, interventions for cultivating faculty civility, and the long-term effects of faculty incivility are suggested as areas for further research.     

Thoughts on incivility: student and faculty perceptions of uncivil behavior in nursing education

Faculty members complain about the rise of uncivil behavior in their students, and students voice similar complaints about faculty. Using an interpretive qualitative method for research, this study examined student and faculty perceptions of incivility in nursing education, possible causes of incivility, and potential remedies. Narrative analysis yielded the following categories: in-class disruption by students, out-of-class disruption by students, uncivil faculty behaviors, and possible causes of incivility in nursing education. The authors argue that further research is needed to increase awareness and understanding about academic incivility, its impact, and its psychological and social consequences.     

Fostering ethical integrity in nursing: An ongoing examination of diverse perceptions

In this qualitative replication study (Phase II), nursing faculty perceptions related to student academic integrity were explored at a public university in the Midwest. A comparison with the Phase I study findings conducted at a similar private university determined nursing faculty at both are concerned about the corrosion of ethical values among nursing students. Furthermore, faculty proactively seek to promote academic honesty and ethical professional practice. Provided is a list of strategies from faculty for use in nursing educational settings.     

Student-faculty joint authorship: ethical and legal concerns.

Although faculty mentoring through joint authorship with students offers benefits to both, the claim of joint authorship of students' works by faculty members may raise ethical and legal concerns. Whether based on institutional policies, faculty members' mandates or suggestions, or even students' invitations, such claims may violate principles of autonomy, fidelity, veracity, and justice. Moreover, such claims may be contrary to basic requirements of copyright law relating to joint authorship and derivative works. Unjustified claims to authorship may have adverse effects on the student-faculty relationship, give rise to professional embarrassment for the individual faculty and the institution, or lead to legal liability. The responsibility to address ethical and legal concerns inherent in such joint authorship rests with the administration and faculty of the individual nursing education department.     

Faculty practice and roles of staff nurses and clinical faculty in nursing student learning.

The perceptions of staff nurses and clinical nurse faculty on the roles they play in nursing student learning were examined. The study also sought to explore how faculty practice status affected these perceived roles. Nursing schools with generic baccalaureate nursing programs in the middle Atlantic region composed the study population. A convenience sample of two schools that expected their undergraduate clinical faculty to engage in faculty practice and two schools that did not expect faculty practice participated in the study. Clinical faculty members (15) and nursing education administrators (4) from each school participated, as well as staff nurses (22) and nursing service administrators (4) from each school's related hospital. Focus groups and individual interviews were conducted. Manifest and latent content analyses were used to examine the issues. Staff nurses who worked with practicing faculty reported fewer instances of role overload, conflict, and ambiguity than when they worked with nonpracticing faculty. Lack of clear communication and delineation of expectations among administrators, staff, faculty, and students were cited as major factors in perceived role problems. Administrators, faculty, and staff nurses viewed high student/faculty ratios as a causative factor in the faculty's inability to meet all teaching objectives with students.     

Ethical issues faced by nursing editors

This study reports on ethical issues faced by editors of nursing journals, a topic which has not appeared in the nursing literature. A survey of nursing editors (n = 88)was conducted via e-mail; this article is the content analysis of survey questions about ethics. Eight categories of ethical issues emerged: problems with society/association/publisher; decisions about inflammatory submissions; informed consent or IRB issues; conflicts of interest; advertising pressures; duplicate publications and/or plagiarism; difficult interactions with authors; and authorship. Some issues were similar to those published about medical editors; however, others were unique. This study can assist authors to better understand some of the ethical issues in publishing, can help editors to view their issues in the context of what others experience, and can assist societies and publishers to work toward avoiding these ethical issues in the future. Professional discussions about ethics in nursing publications should be the subject of ongoing research and scientific inquiry.