title: Faculty positions as a career choice for professionals--Part II.
abstract: This is the second part of a two-part article designed to identify "why professionals choose or do not choose faculty positions." The first article reviewed the methodology and the results as they applied to the demographic data. This was published in the June 1991 issue of the AANA Journal. This article reviews the results as they apply to life cycle and certain intrinsic and extrinsic factors of the respondents. The respondents were CRNAs who had graduate degrees, or were faculty in nursing education, faculty in higher education, or nursing service personnel. The article also covers additional recommendations made by the researchers for future studies. The results showed that 71% of the CRNA faculty intended to remain in academia for the next 5 years and 75% for the next 10 years. Ninety percent of the CRNA faculty indicated they would recommend a position in teaching to others. Intrinsic factors, such as the ability to use their knowledge and opportunity to teach were important to CRNA faculty as an influence to become faculty members. Extrinsic factors of salary, fringe benefits, and the cost of malpractice insurance were among those items identified by CRNA faculty as reasons why they would not become faculty members. It is hoped that this study will assist nurse anesthesia programs, universities and colleges in faculty recruitment activities. The information was presented by the authors at the Assembly of School Faculty Meeting held in Tampa, Florida, in February 1991.
authors.forename: L
authors.initials: L
authors.lastname: Frels
authors.forename: B
authors.initials: B
authors.lastname: Horton
mesh_terms: D001291:Attitude of Health Personnel; D002321:Career Choice; D002568:Certification; D004522:Educational Status; D005181:Faculty, Nursing / Q000706:statistics & numerical data; D006801:Humans; D009719:Nurse Anesthetists / Q000523:psychology / Q000706:statistics & numerical data; D012956:Societies, Nursing; D014481:United States