This chapter looks at the challenges that higher education faculty are facing and explains how development activities that recognize faculty as adult learners in a learning organization can provide a more successful educational experience for both them and their students.Higher education has been facing numerous challenges, and as a result there is a sense of unpredictability and uncertainty among educators. Societal demands, organizational demands, and student demands pressure institutions to find ways to improve the quality and effectiveness of their instruction. External demands on institutions and faculty members, coupled with internal pressures from students and the organization itself, greatly affect educators' satisfaction, vitality, and quality of life (Atkins, Brinko, Butts, Claxton, and Hubbard, 2001). Patrick and Fletcher (1998) note that faculty developers are ideally suited to assist faculty in transforming their previous notions about teaching and in confronting these challenges. Confronting these challenges requires that faculty reflect on their current practice and improve their knowledge and skills so that student learning will be enhanced (Smith, 1998). This chapter will discuss these demands and then look at the role of faculty development in the context of a learning organization. Societal Trends and DemandsHigher education is transforming itself in an effort to meet the multiple demands that society has imposed on it. Educators, therefore, are being urged to help invent the future rather than merely transmit knowledge that will only replicate the past (Smith, 1998). This has spawned shifts in focus from teaching to learning and from operating in one specific learning environment to operating in a more global environment (Patrick and Fletcher, 1998). The explosion in information technology has created and continues to create an abundance of resources and techniques that, if properly
A clinical practicum was successfully implemented for RN to BSN students to apply evidence-based practice to actual clinical problems affecting nursing practice. The author describes how this practicum was implemented and the requisite resources and support systems. This senior-level capstone course enabled students to understand and value a lifelong learning approach to evidence-based practice.
This study's findings provided baseline data that will be useful in planning health-promoting lifestyle interventions for participants specific to their institutions, and may help guide future research and educational initiatives related to numerous issues common to the RN workforce. The failure of many nurses to take adequate care of themselves needs to be better understood and addressed, by both individual nurses and their employers.
<h4>ABSTRACT</h4><P>This descriptive correlational study surveyed baccalaureate nursing faculty members about their use of empowering teaching behaviors, their psychological empowerment (i.e., perception of self in relation to one’s work role), and the relationships among their use of empowering teaching behaviors, their psychological empowerment, and selected demographic characteristics. The random national sample consisted of 531 full-time faculty members (response rate = 75%) who taught in baccalaureate nursing programs accredited by the National League for Nursing Accrediting Commission. Empowering teaching behaviors were measured using Part II of the Status and Promotion of Professional Nursing Practice Questionnaire. The average number of empowering teaching behaviors was 19.5 (of a possible 40), indicating limited use. Psychological empowerment was measured using the Psychological Empowerment Instrument. The mean score was 92.38 (of a possible 112), indicating that faculty perceived psychological empowerment in regard to their work role. However, nearly 25% of the faculty surveyed reported they had little influence over decision making processes within their department.</P><h4>AUTHOR</h4><P>Received: October 2, 2005</P><P>Accepted: January 25, 2006 </P><P>At the time this article was written, Dr. Brancato was Professor and Director, Center for the Enhancement of Teaching, Kutztown University, Kutztown, Pennsylvania. Dr. Brancato is currently Professor and Chairperson, Department of Academic Advisement, Kutztown University, Kutztown, Pennsylvania.</P><P>Address correspondence to Vera C. Brancato, EdD, RN, BC, Professor and Chairperson, Department of Academic Advisement, Kutztown University, Kutztown, PA 19530; e-mail: <a href="mailto:brancato@kutztown.edu">brancato@kutztown.edu</a>.</P>
An international educational exchange between nursing students in the United States and the United Kingdom provides the critical link to develop global partnership to share and exchange information and knowledge on nursing and healthcare systems. This study program assists nurses to view themselves as part of the global community and encourages cooperation in advancing the vision of healthcare reform worldwide.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.