title: Faculty roles: dilemmas for the future of nursing education.
abstract: METHODS
  Literature review and analysis.
  
  
  RESULTS
  Recent reports emphasized the need for the development of nursing classroom education that is more rigorous and coordinated with clinical experiences. Faculty roles in research universities in nursing have increased the number of clinical and part-time faculties, and have increased the requirements for funded research for tenure-track faculty over the last decade. These changes have led to various groups of faculty with different roles and responsibilities, some of whom teach a great deal and others who teach very little.
  
  
  CONCLUSIONS
  This article reviews the development of these faculty roles and reviews the dilemmas that they present for the future of nursing education.
authors.affiliation: School of Nursing, Northeastern University, Boston, MA.
authors.forename: Susan Jo
authors.initials: SJ
authors.lastname: Roberts
authors.forename: Carol
authors.initials: C
authors.lastname: Glod
mesh_terms: D004508:Education, Nursing, Baccalaureate / Q000639:trends*; D004511:Education, Nursing, Graduate / Q000639:trends*; D005181:Faculty, Nursing / Q000600:supply & distribution*; D006801:Humans; D010560:Personnel Selection / Q000639:trends*; D012570:School Admission Criteria / Q000639:trends*; D000078329:Workforce