Experienced faculty orientation offerings: do they meet faculty needs?
The purposes of this descriptive study were to identify existing orientation protocols for seasoned nurse faculty who change academic positions and which orientation protocols these faculty perceived helpful. Subjects were drawn from 460 NLN-accredited generic baccalaureate programs. All subjects (N = 372) had a minimum of three years' prior teaching experience and were employed at the institution within 1990-91 and 1991-92. A two-part questionnaire, adapted from Mills (1983), was used. Some form of orientation was offered to 81% of the sample, with 27% reporting an orientation of less than one day. Topics addressed by orientation programs for the majority of the sample included conceptual framework and curriculum; teaching and library resources; and organizational structure. Areas not addressed included introduction to local nursing organizations and the community in general. Results suggest that experienced faculty receive some form of orientation. The scope is limited, with such topics as clinical placement and student evaluation omitted.
Morin
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Widener University School of Nursing, Chester, Pennsylvania.
Romeo
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D000328:Adult; D000368:Aged; D002322:Career Mobility; D004508:Education, Nursing, Baccalaureate; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D007318:Inservice Training / Q000592:standards*; D007400:Interprofessional Relations; D008297:Male; D008611:Mentors; D008875:Middle Aged; D012380:Role; D012579:Schools, Nursing; D013315:Stress, Psychological; D011795:Surveys and Questionnaires; D014481:United States