How do you want to improve yourself? Nursing education administration and faculty attitudes toward types of faculty development.
The purpose of this study was to survey the perceived effectiveness of: (1) on-campus workshops, (2) off-campus workshops, (3) consultations, (4) leaves, (5) grants, (6) courses or seminars, and (7) special assignments for the faculty development of academic roles of nursing faculty. Faculty roles considered were: (1) classroom teaching, (2) clinical teaching, (3) research, (4) service to the institution, (5) community service, and (6) leadership. The samples of the study included 12 nursing administrators and 105 full-time and part-time faculty of the 13 nursing programs in the City University of New York (CUNY). Faculty development grants were rated highest by both administrators and faculty members. Both rated off-campus workshops second. Administrators and faculty perceived developmental activities in the area of research as most effective, followed by classroom teaching, clinical teaching, leadership, service to the institution, and community service. Faculty perceptions of the effectiveness of the seven techniques of faculty development were uniformly higher than administrator perceptions. Faculty members perceived development for classroom teaching, clinical teaching, and service to the institution more positively than did administrators.
Dunkley
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D001291:Attitude of Health Personnel; D004509:Education, Nursing, Continuing / Q000379:methods*; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D009718:Nurse Administrators / Q000523:psychology*; D013192:Staff Development / Q000379:methods*