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THE NEEDS FOR FACULTY DEVELOPMENT AS PERCEIVED BY NURSE ACADEMIC ADMINISTRATORS AND NURSE FACULTY
Abstract
The purpose of the study was to examine the needs for faculty development as perceived by nurse administrators and faculty. Participants were 144 administrators and 2,062 faculty representing 171 baccalaureate and/or higher degree nursing programs accredited by the National League for Nursing. Questionnaires designed to obtain institutional characteristics, demographic data and perceptions of faculty development needs, activities and rewards and frustrations were utilized. Nine questions were developed to examine faculty development needs and the data were analyzed by frequencies, percentages, means, t-values, t-tests, and chi-squares. Results included: (1) Administrators and faculty perceive faculty development needs as greatest for research followed by classroom teaching, clinical teaching, and service. (2) Administrators' and facultys' perceptions of faculty development needs were different for teaching, research, professional organizations, public relations, grantsmanship, and practice. (3) Administrators perceive greater need for faculty development in evaluation of clinical performance than the institution provides. (4) Facultys' academic rank and years of experience in teaching and/or nursing education administration are related to their perceptions of needs for faculty development. (5) Institutional characteristics may be a factor in administrator and facultys' perceptions of faculty development needs.
Subject Area
Health education|Nursing
Recommended Citation
MINUTILLA, ROSEMARIE JOAN, "THE NEEDS FOR FACULTY DEVELOPMENT AS PERCEIVED BY NURSE ACADEMIC ADMINISTRATORS AND NURSE FACULTY" (1983). ETD collection for University of Nebraska-Lincoln. AAI8412314.
https://digitalcommons.unl.edu/dissertations/AAI8412314