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Thesis/Dissertation Information
- Degree Disciplines:
- Nursing
Notes
- Abstract:
- Faculty practice is challenging and may be considered unrealistic considering the expectations of a full-time faculty position. Despite the challenges, however, practice-based education is important and is a necessity, especially in advanced practice programs. Lack of faculty participation in practice may have ramifications for the student, the patient, and the nursing profession. The combination of faculty in the practice setting and practitioners in the academic setting may be an effective way to unite nursing education and practice, as well as provide quality education and care. This study used a correlational, cross-sectional design to test the efficacy of the Theory of Reasoned Action in predicting the intention of nurse faculty to engage in faculty practice. The theoretical constructs of attitude and subjective norm were considered for their predictive value to the outcome variable, behavioral intention to engage in faculty practice. Behavioral intention was considered for its predictive value to the outcome variable, engaging in faculty practice. Data was collected by means of a self-report questionnaire completed by nurse faculty throughout the United States who were employed full-time in baccalaureate and graduate schools of nursing accredited by the Collegiate Commission on Nursing Education. Demographic data was used to describe the sample; hypothesis testing was conducted using Pearson product-moment correlation (/*) and multiple regression (R) analysis. Results from a sample of 491 nurse faculty indicated that attitude and subjective norm contributed significantly to nurse faculty’s behavioral intention to engage in faculty practice, with subjective norm a more powerful predictor than attitude. Additionally, number of years teaching, and mandatory faculty practice were found to influence nurse faculty’s behavioral intention to engage in faculty practice. Findings suggest that faculty who had been teaching for a number of years or did not have mandatory practice as part of their faculty role had lower behavioral intention to engage in faculty practice. Behavioral intention, the immediate theoretical precursor to behavior, had a statistically significant positive relationship with the self-report of having participated in the behavior of engaging in faculty practice. Thus, behavioral intention was found to predict behavior significantly. ( , )
- Subject:
- Nursing Faculty practice.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2006.
- Bibliography:
- Includes bibliographical references (leaves 87-95).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Angela C. Russell. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- RT90.R87 2006_RussellAngela ( BU-Local )
- Classification:
- RT90.R87 2006 ( lcc )
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