Perceptions of Teaching Effectiveness of Part-time and Full-time Clinical Nursing Faculty of BSN Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/307863
Category:
Abstract
Type:
Presentation
Title:
Perceptions of Teaching Effectiveness of Part-time and Full-time Clinical Nursing Faculty of BSN Education
Author(s):
DeSantis, Kimberly L.
Lead Author STTI Affiliation:
Alpha
Author Details:
Kimberly L. DeSantis, Phd, RN, kdesanti@iue.edu
Abstract:

Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013

The United States faces a critical shortage of full-time registered nurses, which is . directly affected by the shortage of nurse educators. Many schools of nursing are already seeing the impact as qualified program applicants are being turned away due to the lack of qualified educators available to teach them. The trend has become to employ increasing numbers of part-time faculty who have a clinical focus in their education There is much debate about the clinical teaching effectiveness of part-time faculty. One way to assess quality of education is to assess teacher effectiveness. The purpose of this quantitative, descriptive, study was to examine student and faculty perceptions of the clinical teaching effectiveness of part-time clinical nursing faculty as compared to full-time clinical nursing faculty. The study also identified the characteristics of effective clinical teachers as perceived by students, part-time clinical nursing faculty, and full-time clinical nursing faculty. The instrument used for this study was the Nursing Clinical Teacher Effectiveness Inventory, and students and faculty respondents from four schools of nursing in Central Indiana participated in the study. Results showed statistically significant differences in the clinical teaching effectiveness between full-time and part-time faculty.  Full-time faculty were considered to to be more effective clinical instructors. Faculty did not find any statistically significant differences in the clinical teaching effectiveness between full-time and part-time faculty. The top characteristics of effective clinical instructors were reported by both students and faculty as teaching ability and nursing competence. The findings of the study provide the basis for future research and highlight the complexities of determining effective clinical teaching.
Keywords:
perceptions; clinical; faculty
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titlePerceptions of Teaching Effectiveness of Part-time and Full-time Clinical Nursing Faculty of BSN Educationen_GB
dc.contributor.authorDeSantis, Kimberly L.en_GB
dc.contributor.departmentAlphaen_GB
dc.author.detailsKimberly L. DeSantis, Phd, RN, kdesanti@iue.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/307863-
dc.description.abstract<p>Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013</p>The United States faces a critical shortage of full-time registered nurses, which is . directly affected by the shortage of nurse educators. Many schools of nursing are already seeing the impact as qualified program applicants are being turned away due to the lack of qualified educators available to teach them. The trend has become to employ increasing numbers of part-time faculty who have a clinical focus in their education There is much debate about the clinical teaching effectiveness of part-time faculty. One way to assess quality of education is to assess teacher effectiveness. The purpose of this quantitative, descriptive, study was to examine student and faculty perceptions of the clinical teaching effectiveness of part-time clinical nursing faculty as compared to full-time clinical nursing faculty. The study also identified the characteristics of effective clinical teachers as perceived by students, part-time clinical nursing faculty, and full-time clinical nursing faculty. The instrument used for this study was the Nursing Clinical Teacher Effectiveness Inventory, and students and faculty respondents from four schools of nursing in Central Indiana participated in the study. Results showed statistically significant differences in the clinical teaching effectiveness between full-time and part-time faculty.  Full-time faculty were considered to to be more effective clinical instructors. Faculty did not find any statistically significant differences in the clinical teaching effectiveness between full-time and part-time faculty. The top characteristics of effective clinical instructors were reported by both students and faculty as teaching ability and nursing competence. The findings of the study provide the basis for future research and highlight the complexities of determining effective clinical teaching.en_GB
dc.subjectperceptionsen_GB
dc.subjectclinicalen_GB
dc.subjectfacultyen_GB
dc.date.available2013-12-19T17:23:14Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:23:14Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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