title: Assessment of the Impact of Teaching Demands on Research Productivity Among Doctoral Nursing Program Faculty.
abstract: This article reports the findings of a study that examined the research and scholarship productivity of doctorally prepared nursing faculty teaching and mentoring doctoral students and the conflicting demands on them to maintain programs of research and scholarship. The specific aims were to (a) examine the research productivity and scholarship of faculty members teaching in doctoral programs and mentoring doctoral students to examine the perceived effectiveness of existing institutional mechanisms to support scholarship, (b) explore institutional features and personal practices used by doctoral program faculty to develop and maintain research and scholarship productivity, and (c) analyze predictors of scholarship productivity. Data were collected via an on-line researcher-developed survey that examined doctoral faculty roles/responsibilities and their relationship to their scholarly productivity, overall research productivity, and institutional features and personal practices to support research/scholarship activities. Survey respondents reported spending a large amount of time engaged in research-related activities with 58.9% (n = 326) spending anywhere from 6 to 20 hours per week conducting research, writing research-based papers, giving presentations, grant writing, or conducting evidence-based improvement projects. Scholar productivity among the respondents was robust. Personal practices that most strongly supported faculty members' scholarship productivity were the belief that engaging in scholarship made them better teachers and the personal gratification in experiencing doctoral students' successes. A multiple regression analysis conducted to determine predictors of productivity indicated that the strongest predictor was the average number of hours spent on research/scholarship-related activities, followed by time bought out from teaching and other responsibilities of the faculty role for research.
authors.affiliation: Professor and Director, Center for Nursing Research, Villanova University College of Nursing.. Electronic address: Suzanne.smeltzer@villanova.edu.
authors.forename: Suzanne C
authors.initials: SC
authors.lastname: Smeltzer
authors.affiliation: Professor, Villanova University College of Nursing.
authors.forename: Mary Ann
authors.initials: MA
authors.lastname: Cantrell
authors.affiliation: Professor and Director, PhD Program, Villanova University College of Nursing.
authors.forename: Nancy C
authors.initials: NC
authors.lastname: Sharts-Hopko
authors.affiliation: Statistical Consultant and Adjunct Associate Professor, Villanova University College of Nursing.
authors.forename: Mary Ann
authors.initials: MA
authors.lastname: Heverly
authors.affiliation: Doctoral Candidate, Villanova University College of Nursing.
authors.forename: Amanda
authors.initials: A
authors.lastname: Jenkinson
authors.affiliation: Doctoral Candidate, Villanova University College of Nursing.
authors.forename: Serah
authors.initials: S
authors.lastname: Nthenge
mesh_terms: D000328:Adult; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D004526:Efficiency; D005181:Faculty, Nursing / Q000458:organization & administration / Q000592:standards*; D005260:Female; D017144:Focus Groups; D006801:Humans; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research; D015399:Nursing Research / Q000592:standards*; D011643:Publishing; D012109:Research Support as Topic; D011795:Surveys and Questionnaires; D013663:Teaching; D014956:Writing
keywords: Doctoral nursing education; Doctoral nursing faculty; Mentoring doctoral students; Research productivity