Date of Award
2016
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
With the estimated numbers of nursing Education faculty to leave teaching in the next decade, it is imperative to continue researching those methods to facilitate the recruitment of, and more importantly, the retention of qualified nurse educators who are prepared to provide quality Education in dynamic healthcare settings. The purpose of this study was to identify the Education and skills necessary for effective clinical teaching of pre-licensure nursing students with a specific focus on practice involving Educational strategies. A convenience sample of 66 nursing administrators and clinical nurse educators participated in a survey to determine their perceptions of the importance of effective teaching behaviors. The results of perceptions of importance of effective teaching behaviors indicated no difference between directors and nurse educators, and the findings replicated those reported in the initial study by Lauber, Toth, Leary, Martin, and Killian (2003). Similar items could be developed for current and future use through dialogue between directors and faculty to facilitate engagement of all in evaluating teaching competence in a variety of Education settings including the classroom, laboratory and in professional areas of practice. No matter the experience or skill set of new or novice clinical nurse educators, a well-planned orientation is key to effective role development and personnel retention. The questions used to survey faculty preparation for clinical teaching and management of clinical challenges, designed by Suplee, Gardner, and Jerome-DEmilia (2014), revealed 76% of participants reported preparation for teaching activities were provided by the nursing program. Twenty-four percent respondents indicated no form of support was offered. Participants were asked what types of teaching support was offered by the academic institution. Examples of support for the teaching role reported by the participants included role orientation, assignment of a mentor, provision of reading materials, workshops, peer evaluation, and evaluation of skills by the course coordinator or director. There was no difference between program directors and clinical nursing educators in frequency of management of clinical challenges. The clinical nurse educators reported no difference in the frequency and management of challenges of specific clinical situations with students, whether they were at the beginning or senior levels in nursing programs. The challenges identified by faculty were expected to decrease during the time students were in the program. Faculty sharing information as students progressed from level to level would help to identify areas for curricular review to address the challenges. Conflict management is content usually taught in senior level nursing management courses but could be a thread throughout the curriculum to decrease the incidents of student incivility. Appropriate attention to uncivil behaviors in the Educational process would promote professional behaviors for students and improve faculty members management of challenges in classroom and clinical settings. This study can be used to further examine recruitment, orientation plans, and retention data along with strategies for improving teaching performance.
Recommended Citation
Steward, Irene A., "The Importance Of Professional Education Preparation For Nursing Faculty" (2016). All-Inclusive List of Electronic Theses and Dissertations. 1773.
https://scholars.indianastate.edu/etds/1773
