the establishment of criteria for selection, reappointment …
TRANSCRIPT
/13, /J~'
THE ESTABLISHMENT OF CRITERIA FOR SELECTION,
REAPPOINTMENT AND PROMOTION OF FACULTY
IN BACCALAUREATE SCHOOLS
OF NURSING
DISSERTATION
Presented to the Graduate Council of the
North Texas State University in Partial
Fulfillment of the Requirements
For the Degree of
DOCTOR OF EDUCATION
By
Samuel T. Hughes, Jr., M.S.
Denton, Texas
May, 1976
1976
SAMUEL THOMAS HUGHES, Jr.
ALL RIGHTS RESERVED
Hughes, Jr., Samuel T., The Establishment of Criteria
for Selection, Reappointment and Promotion of Faculty in
Baccalaureate Schools of Nursing. Doctor of Education
(Higher Education), May, 1976, 114 pp., 11 tables, bib-
liography, 81 titles.
The purpose of this study was to produce functional
criteria that could be used for the initial selection, re-
appointment and promotion of faculty in baccalaureate
schools of nursing. The establishment of the criteria was
derived from a tentative criteria that was developed from
seventeen research questions.
Deans of baccalaureate schools of nursing were utilized
as evaluators of the tentative criteria. They were to judge
the tentative criteria as to whether or not the criteria was
realistic and feasible for present and future selections,
reappointments and promotion of faculty in baccalaureate
schools of nursing.
There were 100 administrators of baccalaureate schools
of nursing accredited by the National League for Nursing
utilized as the panel of experts in this study. The schools
of nursing were placed within the six regional accrediting
boundaries of higher education: New England, Middle States,
North Central, Southern, Northwest, and Western. A stratified
sample was used as the procedure for determining the sample
size in each of the six regions.
2
Survey forms were developed to obtain data for this
study. One survey form was developed to ascertain from the
tentative criteria those criteria that are currently being
utilized and should be (ideal) utilized in the initial
selection of faculty. A second survey form was developed
to ascertain from the tentative criteria those criteria that
are currently being utilized and should be (ideal) utilized
in the reappointment and promotion of nursing faculty. The
third survey form was developed to rate the importance of
the tentative criteria and provide a means to determine the
rank order of importance.
The review of nursing and related literature was conduct-
ed to focus on and to justify the tentative criteria. It was
presented under the following categories: faculty selection,
reappointment and promotion; academic preparation of nurse
faculty; nursing research; and continuing education in nursing.
The data indicated that a master's degree in a clinical
nursing specialty is the minimum academic preparation for
faculty in baccalaureate schools of nursing. There was a
strong indication from the data that a doctoral degree in
nursing will be the expected future academic preparation of
collegiate nursing faculty.
Continuing education, research, publication, and com-
munity service were given a high priority as criteria for
reappointment and promotion.
-4 *-- lb
3
The criterion regarding work experience during the
summer in a clinical practice setting is currently not given
consideration, if any, for reappointment and promotion. How-
ever, it was given more consideration as one of the criteria
that should be utilized in reappointment and promotion.
Preference for membership in -organizations was given to
the professional organization (American Nurses' Association)
and not to the National League for Nursing in the initial
selection, reappointment and promotion of faculty in bac-
calaureate schools of nursing.
There were very few schools, if any, who considered
good health and physical fitness status in the initial
selection, reappointment and promotion of faculty in bac-
calaureate schools of nursing. However, there was a thirty-
eight percent increase in the number of schools who felt that
good health and physical fitness status should be one of the
criteria for initial sleection, reappointment and promotion
of nursing faculty.
There were significant differences among the six regions
in their rating and rank order of importance of the tentative
criteria.
On the basis of the findings of this study there were
ten conclusions and five recommendations.
TABLE OF CONTENTS
PageLIST OF TABLES . . . . . . . . . . . . . . . . . . . . . v
Chapter
I. INTRODUCTION .................
Statement of the ProblemPurposeResearch QuestionsBackground and Significance of the StudyDefinition of TermsLimitationsAssumptionsOrganization
II. REVIEW OF THE LITERATURE ........... 13
Faculty Selection, Reappointment andPromotion
Academic Preparation of Nurse FacultyResearch in NursingContinuing Education
III. METHODS AND PROCEDURES . . . . . . . . . . . . 45
SubjectsDescription of the InstrumentProcedures for Collection of DataProcedures for Analysis of Data
IV. STATISTICAL ANALYSIS OF RESULTS . . . . . . . . 53
Research Question One - Doctoral PreparationResearch Question Two - Master's PreparationResearch Question Three - Completion of the
Doctoral DegreeResearch Question Four - Basic Professional
DegreeResearch Question Five - Prior Staff Nurse
ExperienceResearch Question Six - Clinical Practice
During Summer Intermission
iii
Page
Research Question Seven - Membership inProfessional Organizations
Research Question Eight - Participation inCommunity Organizations
Research Question Nine - Health and PhysicalFitness Status
Research Questiin Ten - Continuing EducationResearch Question Eleven - ResearchResearch Question Twelve - PublicationResearch Question Thirteen - Differences in
the Criteria for Initial Faculty SelectionResearch Question Fourteen - Differences in
the Criteria for Reappointment and Pro-motion of Faculty
Research Question Fifteen - Differences inRating the Tentative Criteria
Research Question Sixteen - Differences inthe Rank Order of Importance of theTentative Criteria
Research Question Seventeen - Differencesin What the Criteria Should Be for InitialAppointment, Reappointment and Promotionof Faculty
V. SUMMARY, RESULTS, INTERPRETATION, ANDRECOMMENDATIONS . . . . . . . . . . . . . . 80
APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . 96
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . 107
iv
LIST OF TABLES
Table Page
I. Number of States and Accredited BaccalaureateSchools of Nursing Represented in Each ofthe Six Regions of Higher Education . . . . . 46
II. The Percent and Number of Baccalaureate Schoolsof Nursing Represented in Each Reagion ofHigher Education .0.0.0.. . . .. .0. . .. . 49
III. Number of Responses From Each Region of HigherEducation Required for the Study . . . . . . . 50
IV. The Percent Response From Each Region of theTentative Criteria that is Currently Usedin the Initial Selection of Faculty inBaccalaureate Schools of Nursing . . . . . . . 55
V. The Percent Response From Each Region of theTentative Criteria that Should Be Used inthe Initial Selection of Faculty inBaccalaureate Schools of Nursing . . . . . . . 56
VI. The Percent Response From Each Region of theTentative Criteria that is Currently Usedin Reappointment and Promotion of Facultyin Baccalaureate Schools of Nursing . . . . . 58
VII. The Percent Response From Each Region of theTentative Criteria that Should Be Used inReappointment and Promotion of Faculty inBaccalaureate Schools of Nursing . . . . . . . 59
VIII. The Mean Rating of the Tentative Criteriaby the Six Regions . . . . . . .1.0. . . .. .71
IX. The Chi-Square Derived From Rating EachTentative Criteria by the Six Regions . . . . 72
X. The Rank Order of Importance of the TentativeCriteria by the Six Regions ..... .. .. 73
XI. The Mean Rank Order of Importance of theTentative Criteria for the Six Regions . . . . 74
V
CHAPTER I
INTRODUCTION
Nursing education over the past three decades has seen
many changes in content and teaching strategies. These
changes have created the need to prepare the teacher of nurs-
ing beyond the basic nursing educational program. This
identified need for graduate level education in nursing in
order to prepare teachers, supervisors and administrators
caused colleges and universities to establish graduate pro-
grams in their respective schools of nursing. In November
1956, the National League for Fursing identified forty-two
educational units in nursing which offered graduate programs
in nursing. (23, p. 87) Today there are sixty-seven master's
degree programs in nursing that are accredited by the National
League for Nursing. (22) At this time the National League for
Nursing does not accredit doctoral programs in nursing.
A recent survey by the National League for Nursing in-
dicated that baccalaureate and higher degree nursing programs
had a nurse-faculty increase of twenty-seven percent between
1972 and 1974, but there has been a forty-two percent rise in
student enrollments during the same period. The number of
faculty in baccalaureate and higher degree programs accredited
by the National League for Nursing totaled 6,193 and 851 in
non-accredited programs as of Janurary 1974. The survey
1
2
further indicated that of the three types of nursing programs
(diploma, associate degree and baccalaureate degree) prepar-
ing registered nurses for beginning staff level positions
there were 1,125 unfilled budgeted positions. (21) This
survey strongly indicates that a shortage of masters degree
nursing educators still exists.
The demand placed on nursing educators in the middle
1950's to pursue graduate education caused concern and re-
sulted in nursing educators obtaining a variety of masters
degrees in areas other than nursing. The acceptance of these
---other than nursing---graduate degrees for the preparation
of teachers for nursing demonstrated an apparent lack of
accountability among the educators, state boards of nursing,
and especially the administrators of the professional nursing
educational programs.
Professional nursing education according to the American
Nurses' Association "Position Paper on Nursing Education"
(1, p. 107) is a curriculum found in colleges and universities
leading to a baccalaureate degree in nursing. The academic
administrators of these professional nursing educational units
need to recognize the need for accountability of their pro-
fessional nursing programs in every aspect of administration.
The initial and major area of accountability for the educational
unit's success and effectiveness is in the selection of faculty
members. Therefore, additional data needs to be made avail-
able to administrators of nursing programs.
3
Statement of the Problem
The problem of this study was to establish a criteria
for the initial selection, reappointment, and promotion or
merit of faculty in a baccalaureate school of nursing.
Purpose
The purpose of this study was to produce functional
criteria utilizing deans of baccalaureate schools of nursing
as evaluators of the tentative criteria developed from the
research questions. They were to judge the tentative criteria
as to whether or not the criteria was realistic and feasible
for present and future initial selections, reappointments,
and promotion or merit of nursing faculty in baccalaureate
schools of nursing.
Research Questions
To carry out this study, the following research questions
were formulated and tested.
1. Is a doctoral degree in nursing or in any field of
study a requirement for a faculty appointment in a baccalaur-
eate school of nursing?
2. Is a master's degree in a clinical nursing specialty,
i.e., medical-surgical, maternal-infant, psychiatric, pedi-
atric, or community health nursing, a requirement for a
facutly appointment in a baccalaureate school of nursing?
3. Is the completion of a doctoral degree in nursing or
in any field of study within a five year period from initial
4
employment a requirement for reappointment and promotion or
merit in a baccalaureate school of nursing?
4. Is the basic professional nurse preparation,
bachelor's degree in nursing, a requirement for a faculty
appointment in a baccalaureate school of nursing?
5. Is the prospective candidate for appointment to a
faculty in a baccalaureate school of nursing required to have
two years of experience as a staff nurse in a clinical prac-
tice setting?
6. Is reappointment and promotion or merit dependent
upon working a minimum of six weeks in a clinical practice
setting during the three month summer intermission?
7. Is membership in the American Nurses' Association
and/or the National League for Nursing a requirement of
faculty for initial appointment, reappointment, and promotion
or merit in a baccalaureate school of nursing?
8. Is participation in a community organization(s) such
as church, city council, caner society, etc. a requirement
for reappointment and promotion or merit in a baccalaureate
school of nursing?
9. Is health and physical fitness status considered in
the initial appointment, reappointment, and promotion or
merit of faculty in baccalaureate schools of nursing?
10. Is continuing education in the field of instruction
or related areas a requirement for faculty reappointment and
promotion or merit in a baccalaureate school of nursing?
5
11. Is an evidence of an interest in research considered
in the initial appointment, reappointment, and promotion or
merit of faculty in baccalaureate schools of nursing?
12. Is an evidence of an interest in publication con-
sidered in the initial appointment, reappointment, and pro-
motion or merit of faculty in baccalaureate schools of
nursing?
13. Is there any significant difference(s) among the
six regions in the requirements for an initial faculty
appointment in baccalaureate schools of nursing?
14. Is there any significant difference(s) among the
six regions in the requirements for faculty reappointment and
promotion or merit in baccalaureate schools of nursing?
15. Is there any significant difference(s) among the
six regions in rating the tentative criteria?
16. Is there any significant difference(s) among the
six regions in the rank order of importance of the tentative
criteria?
17. Is there any significant difference(s) among the
six regions as to what the criteria should be for initial
appointment, reappointment, and promotion or merit of faculty
in baccalaureate schools of nursing?
Background and Significance of the Study
When perusing the literature for review of materials
related to nursing faculty selection, reappointment, and
promotion or merit it was noted that resources were lacking
6
in number during 1968 to 1975, and the concentration of re-
lated materials were found to be from 1955 to 1966.
"Preparation for teaching at the baccalaureate level is
inadequate for the task of teaching today." This statement
was made by Carroll in 1962. (3, p. 86) Today the statement
still holds true with an added question, is the master's
degree in nursing adequate today for the task of teaching?
The literature and job advertisements continually cite
the need for teachers. However, there should be strong con-
sideration to discontinue citing the need for teachers as
a good reason for employing those who are not prepared.
(3, p. 86)
Too many times positions are filled with less than
competent teachers because "someone is better than nothing."
With this philosophy the past is perpetuated by providing
the nursing student with a less than desirable role model.
The result is that the student's interest is dulled and he/
she graduates from the program having used and developed only
a part of his/her potential. (3, p. 87)
The shortage of teachers does not give the nursing
school administrators the prerogative of employing teachers
who are inadequately prepared to teach nursing. The admin-
istrators must begin to recognize that "no one" is better
than "someone." (3, p. 87)
Denman (5) conducted a survey at the University of
Kentucky in the fall of 1966. Criteria for appointment and
promotion in the responding schools of nursing were placed
7
under the broad heading of teaching effectiveness, research,
university and community services, preparation, professional
activity, and personal characteristics.
Three schools of nursing indicated that they required
doctoral preparation for all tenured faculty beyond the
level of assistant professor. Two schools of nursing identi-
fied doctoral preparation as highly desirable, but indicated
that they did promote otherwise highly qualified persons who
had preparation and experience beyond the master's degree
without their having completed the doctorate. However, these
two schools indicated there is a need for the nursing pro-
fession to move as rapidly as possible to increase the pool
of available doctoral graduates. (5, p. 47)
The shortage of nurses will probably forestall for many
years any movement to require the doctorate for positions in
the practice of nursing. The time may come, however, when
the shortage is reduced. This could result in efforts to
"raise" the qualifications for positions of higher responsi-
bility. (6, p. 544)
Heidgerken cited in her article, "Meeting the Teacher
Shortage," that two things seem to be in order if we are to
meet the teacher shortage in nursing education. The most
obvious, according to Heidgerken, is to recruit more nurses
into programs that will prepare them for teaching. A less
obvious, and less widely practiced, approach is to make
better use of the teachers we now have, and improve the
8
working conditions and personnel policies for teachers. (13,
p. 514)
The most critical problem facing schools of nursing is
the recruitment and maintenance of well qualified faculty.
Faculty who will provide provocative teaching, exemplify
professional competence, and view nursing as a satisfying
and creative service. Faced with the shortage of qualified
applicants for faculty positions, many nursing education
administrators are compelled to accept reality, make the best
of the situation, and hope for change. However, the reality
is far too crucial, and the responsibility too great for
today's administrator to do nothing. (10, p. 28)
Definition of Terms
To carry out this study, the following terms were
defined.
1. Professional Nursing Education. An educational
program in a college or university leading to a baccalaureate
degree in nursing.
2. Professional School of Nursing. A school of nursing
that is located in a college or university that offers a nurs-
ing curriculum leading to a baccalaureate degree in nursing.
3. Dean/Director. The academic administrator of the
educational unit in nursing that is located in a college or
university.
9
Limitations
This study was limited to deans/directors of baccalaur-
eate schools of nursing that are currently accredited by the
National League for Nursing. (22)
Assumptions
It was assumed that the administrators of the baccalaur-
eate schools of nursing would (1) respond to the survey forms,
(2) respond honestly, (3) respond in present and future ex-
pectations regarding initial appointment, reappointment, and
promotion or merit, and (4) rate the tentative criteria
according to the scale provided.
Organization
This study is organized and presented in the following
manner: Chapter I introduces the study in regard to a state-
ment of the problem, the purpose, the research questions, a
review of nursing literature for the background and signifi-
cance of the study, definition of terms, limitations, and
assumptions. Chapter II presents a review of nursing and
related literature that focuses on and supports the tentative
criteria that was developed from the research questions.
Chapter III presents the methods and procedures for collecting
and analyzing the data obtained for this study. Chapter IV
presents the statistical analysis of the data. Chapter V
presents the summary, results, interpretation, conclusions,
and recommendations that were derived from the analysis of
the data obtained for this study.
CHAPTER BIBLIOGRAPHY
1. A.N.A. Committee on Education, "American Nurses' Associ-ation's First Position on Education for Nursing,"American Journal of Nursing, LXV (December, 1965),pp. T6-1iI
2. Bixler, R.W. and Genevieve K. Bixler, Administrationfor Nursign Education in a Period of Transition, NewYork, G. P. Putnam's Sons, 1954.
3. Carroll, Maura C., "Teacher Preparation Must Improve,"American Journal of Nursing, LXII (December, 1962),Pp. 86-88.
4. Cleino, Elizabeth, Profile of 94 Nurse Faculty Memberswith Doctoral Degrees," Nursing Outlook, XIII (October,1965), pp. 37-39.
5. Denman, Loretta M., "Faculty Titles, Appointments, andPromotions," Nursing Outlook, XV (October, 1967),pp. 46-47.
6. Elkins, Wilson H. and R. Louise McManus, "Doctoral Educa-tion in Nursing," Nursing Outlook, VIII (October, 1960),pp. 542-546.
7. Fox, David et al, "Characteristics of Basic NursingFaculty," Nursing Outlook, XII (December, 1964),pp. 40-43.
8. Fritz, Edna and Marion Murphy, "An Analysis of Positionson Nursing Education," Nursing Outlook, XIV (February,1966) , pp. 20-24.
9. Graham, Lois E., "Differential Characteristics of GraduateStudents Preparing for Teaching or Supervision in TwoClinical Specialties," Nursing Research, XVI (Spring,1967), pp. 182-184.
10. Harms, Mary T. and June T. Bailey, "Faculty Recruitment:Implications for Action," Nursing Outlook, XIII(October, 1965)., pp. 28-30.
11. Hassenplug, Lulu Wolf, "The Good Teacher," Nursing Outlook,XIII (October, 1965), pp. 24-27.
10
11
12. Hector, Winifred, "The Role and Preparation of theTeacher," Nursing Times, LXVIII (November 16, 1972)j,pp. 1460-1461.
13. Heidgerken, Loretta, "Meeting the Teacher Shortage,"Nursing Outlook, IV (September, 1956),, pp. 514-516.
14. Ingles, Thelma, "Understanding Instructors," NursinjOutlook, IV (December, 1956), pp. 692-693.
15. Lister, Doris Watford, "Summer Practice for NursingFaculty," Nursing Outlook, XV (April, 1976),pp. 69-70.
16. Maxwell, R. Maureen, "The preparation of Teachers ofNursing," Nursin Forum, VII (No. 4, 1968), pp. 365-374.
17. Meyer, Sister Mary Arthur, " Recruiting, Selecting, andRetaining Faculty," Nursing Outlook, X (August, 1962),pp. 511-513.
18. Millar, Robert C., "The Administrator's Role in a Schoolof Nursing," Nursing Outlook, VIII (September, 1960),pp. 490-492.
19. Montag, Mildred and Rozella M. Schlotfeldt, "Preparationof Nurses for Faculty Positions," Nursing Outlook, XV(January, 1967) , pp. 26-31.
20. National League for Nursing, "Preparation of NursingLeaders," Nursing Outlook, IV (September, 1956),pp. 517-521.
21. National League for Nursing, "Gains in Nursing FacultyRevealed in N.L.N. Survey," Nursing Outlook, XXIII(December, 1975), p. 734.
22. National League for Nursing Department of Baccalaureateand Higher Degree Programs, "Baccalaureate and Master'sDegree Programs Accredited by N.L.N. - 1975-76,"Nursing Outlook, XXIII (June, 1975), pp. 391-393.
23. National League for Nursing Division of Nursing Education,"Educational Resources for the Preparation of Nurses.Part 2. Preparation for Advanced Positions in Profes-sional Nursing," Nursing Outlook, VI (February, 1958),pp. 86-90.
12
24. Rogers, Martha E., "Doctoral Education in Nursing,"Nursing Forum, V (No.2, 1966), pp. 75-82.
25. Storlie, Frances J., "This I Believe---About Who ShallTeach," Nursing Outlook, XV (January, 1967) ; pp. 53-54.
CHAPTER II
REVIEW OF THE LITERATURE
Introduction
The review of nursing and related literature was con-
ducted to focus on and to justify the tentative criteria
that was developed from the research questions. The review
of literature is presented under the following categories:
faculty selection, reappointment, and promotion; academic
preparation of nurse faculty; nursing research; and con-
tinuing education in nursing.
Faculty Selection, Reappointment and Promotion
Administrators of baccalaureate schools of nursing
continue to face the problem of recruiting and maintaining
well-qualified faculty. Many administrators are plagued
not only by the question of where to find a qualified candi-
date, but also by the question of what characteristics to
seek in the effective teacher. (31, p. 28)
Administrators are still confronted with the fact that
a shortage of qualified applicants for faculty positions
continues to exist and the source of supply for faculty
qualified at the master's level is small. Statistics con-
tinue to demonstrate that nursing programs (diploma, associ-
ate degree, and baccalaureate) are all competing for faculty.
13
14
In the academic year 1963-64 there were 840 diploma programs,
130 associate degree programs, and 188 baccalaureate degree
programs. (31, p. 28) Today in the academic year 1975-76,
there are 379 diploma programs (56), 238 associate degree
programs (54), and 249 baccalaureate degree programs (55)
accredited by the National League for Nursing. This total
of N.L.N. accredited programs does not include the existing
non-accredited programs, all of which are competing for
qualified faculty.
In 1964 there were 1,243 vacant faculty positions (31)
and 1,125 vacant faculty positions in 1975 (52) for all three
types of nursing programs. This statistic on faculty vacan-
cies continues to indicate a shortage of qualified faculty.
The shortage of available faculty prepared at the graduate
level continues to make it difficult for administrators to
be selective in making initial faculty appointments. (31)
Meyer (47) indicates the educational administrators
generally use a series of screening devices as a means of
selecting the candidates who are best qualified. These
screening devices include the application form, written re-
commendations, the interview, telephone contacts, and writing
competencies. Individually, none of the screening devices
provides enough information, but taken together they present
a fairly comprehensive aggregate of an applicant's abilities
and potentialities.
15
Meyer (47) indicates the applicant should:
1. be a skilled practitioner and possess at least
potential teaching ability;
2. possess those qualities of mind and character basic
to a responsible life;
3. demonstrate knowledge of psychosocial concepts and
utilizes these concepts in nursing practice; and
4. possess a sense of humor.
After recruiting, screening and selecting faculty,
administrators face the task of retaining their staff.
Meyer (47) questions this task. How can this be done?
What factors influence faculty members to remain with an
institution and to continue to give their best efforts to it?
Meyer suggests that the administrator's personality, admin-
istrative climate of trust, conditions of work, and oppor-
tunities for professional growth are basic factors that in-
fluence faculty members in their decision to remain on a
faculty.
Fox (24) conducted a study of faculty in twenty-three
basic programs (5 baccalaureate and 18 diploma) to determine
faculty characteristics. The median age of faculty members
was about thirty-five. Over one-half were single; thirty-five
percent married; and the remaining six percent widowed or
divorced. Eighty-seven percent held a baccalaureate degree;
forty-four percent held a master's degree; two percent had a
doctorate; and the remaining thirteen percent did not have a
16
college degree. Of the 324 respondents, seventy-five percent
had worked as staff nurses; thirty-seven percent had been
head nurses; and seventy-nine percent had prior experience as
teachers.
Anderson (2) described specifications of an ideal faculty
member in order to answer the question, how are we going to
know what a good faculty prospect looks like? It was sug-
gested that these specifications would include:
..... an individual with the proper degrees fromaccredited schools. Quite possible, she wouldhave the doctor's degree, or alternately, shewould have a long list of publications or otheraccomplishments indicating that she has creativecapability. Furthermore, she should be youngenough to look forward to a long and fruitfulcareer in the university. Also, she should be anexcellent teacher, widely known for her teachingaccomplishments, and she should have had profes-sional experience for which she would be soughtafter as a consultant by industry and government.In short, this ideal faculty member meets all thequalifications of the typical university code fortenure and promotion. (2, p. 4)
Nahm (50) indicated that in addition to program objectives
and university policies, there are other factors that determine
the extent to which a particular school of nursing can attract
the faculty it desires. These include location and reputation
of the school, availability of candidates for positions, and
both the initial and potential salary. According to Nahm, the
ideal faculty to administer and teach in a large university
school of nursing would consist of:
17
1. Well prepared nurse clinicians, teachers, and re-
searchers, of which a sizable proportion would hold the doc-
toral degree and would have achieved recognition for their
competence in clinical practice, teaching, and research.
2. Nurses prepared at the doctoral level with special
competencies in functional areas of nursing and in curriculum
development.
3. A balance between older, more experienced faculty
and younger faculty.
Nahm (50) concluded that criteria for faculty selection
in larger universities should include
1. Teaching Competence
2. Research
3. Creative Activities
4. Community Service
"In my ideal school, I would select faculty who could
meet all four criteria" (50, p. 16).
Hassenplug (33) believes retention of faculty is con-
ditioned to a great extent by how they are oriented to their
role and function and how they feel about their assignment.
All new faculty, according to Hassenplug, must understand the
following:
1. The university and college setting
2. The nature of the school of nursing
3. The role of the faculty member in the program
4. The nature and demands of the teaching assignment
18
The dean should create an environment in which the
faculty member feels free to develop. Creative faculty must
have freedom to explore their ideas and test them in the
curriculum. There should also be provisions for communica-
tion between the faculty and the dean. The faculty needs to
know how they are progressing and the dean should provide
some form of recognition of their accomplishments. (33, pp.
12-13)
Hassenplug suggests that promotion of the faculty is
largely dependent upon the faculty member. Each faculty
member should be evaluated in terms of his or her record of
accomplishments in teaching, research, and university and
community services.
Hector (34) believes that the professional teacher of
today and tomorrow must not be content in teaching facts to
a passive audience in lecture form. The teacher must be pre-
pared to read some of the wealth of literature available; to
take advantage of the research conducted by others; and
initiate research.
The American Nurses' Association Standards for Nursing
Education (1) provide a means of monitoring the quality of
programs as well as supporting innovation and testing new
roles in nursing. The nursing profession is accountable to
society for maintaining the standards of educational programs
in which nursing personnel are prepared. The following
"Faculty Standards for Programs Leading to Baccalaureate
19
Degrees" should be considered in the selection, reappointment
and promotion of faculty:
1. Faculty have completed graduate (specialty) prepara-
tion in those fields in which they have responsibility for
teaching and research. Some faculty hold doctoral degrees.
A high proportion of faculty are nurse specialists. Some
faculty are recognized, productive investigators.
2. Faculty are engaged in the practice of their respec-
tive specialties and in activities which improve their com-
petence and intellectual growth.
3. A high proportion of faculty consistently contribute
to professional and scientific literature.
4. Faculty participate in professional activities and
community endeavors which affect health care.
5. Faculty collaborate with faculty in nursing, in other
health disciplines, in institutions at large and with nursing
service personnel.
6. Faculty are engaged collaboratively in the design,
implementation, and evaluation of innovative approaches to
the delivery of health and sickness care services.
7. Faculty are engaged collaboratively in the design,
implementation, and evaluation of curriculum.
8. Faculty plan, implement, and evaluate innovative
approaches in the teaching of students.
9. Faculty are committed to the concept of a profession-
al career and subscribe to the code of ethics of the profes-
sion.
- w - MUNNOWNWIN -. 000" -m-, I - 11 ' I -
20
10. Faculty utilize multiple means for the evaluation of
their continual growth as faculty members, i.e., self-evalu-
ation, peer evaluation, student evaluation.
11. The corporate faculty represent a balance between
experienced and new academicians and exemplify a balance
between stability and change.
12. All faculty, including administrative appointees,
hold academic rank and engage in scholarly work.
13. The corporate faculty reflect the sex, racial,
cultural, religious, and ethnic groups comprising society.
14. Faculty are responsive to the identified needs of
individual students and are accountable for providing appro-
priate learning opportunities for them in consonance with
program goals.
15. Faculty participate in college or university
governance to maintain or to develop an academic environment
that supports learning, teaching, research, and community
service.
Lister (40) encourages faculty to seek summer employment
in nursing practice. Lister indicated summer practice for
nursing faculty is one way of improving understanding and
communication between nursing educators and nursing service
practitioners. Summer practice also provides enriching
faculty experiences from which most teaching necessarily
springs and thus improving student learning opportunities
and most important, it provides a means of improving patient
care services.
21
Another aspect to consider in the selection, reappoint-
ment and promotion of faculty is their health status (physical
and emotional). This is an aspect of the admission require-
ments of students who enter nursing programs and is usually
considered of primary importance. Beyerl (6) indicated that
the health examination can be classified as a basic selection
varible. The nurse must be free of all physical defects that
might jeopardize the health and well-being of patients. An
applicant who is unable to obtain a health clearance, accord-
ing to Beyerl, should be assisted in choosing another vocation.
Reviewing five current university Bulletins (9, 10, 11,
12, 13) demonstrated that baccalaureate nursing programs are
consistent in requiring a physical examination, chest x-ray,
and specific immunizations before the students enter the
clinical nursing major. The question here in regard to
physical health status is that, should not faculty be required
to validate their physical health status before supervising
students in a clinical practice setting?
"Teachers hold tremendous authority to act upon the
basis of their personal values and attitudes with a captive
audience less mature than themselves" (7, p. 268). Brodbelt
(7) feels because of this it is essential that only mentally
healthy persons be allowed in the classroom as teachers. The
mentally healthy teacher is able to create an atmosphere that
is built upon security and respect for students as human beings.
Therefore, Brodbelt indicates the psychological perspective
22
of the teacher becomes a critical factor in the classroom
environment.
In the article "Physical Fitness--A Key to Emotional
Health," Stubbert (71) pointed out that behavioral disturb-
ances lead to deterioration of physical fitness, which, in
turn, adds even further to emotional dysfunction. "The human
organism requires physical exercise for healthy development"
(71, p. 33). Stubbert indicated that their psychophysiologic
rehabilitation program has shown that it can bring about
positive changes in behavior in patients who have emotional
disorders.
Bakalian. (3) indicated that physical unfitness prevails
in the population as a whole and particularly in the business
community---both male and female. Modern technology, accord-
ing to Bakalian, has in no way decreased the postural problems
of man and the trend is toward less and less physical activity
resulting in more obesity.. Bakalian questions whether or not
bodies burdened with physical and structural problems can work
and produce at peak performance levels without breaking down.
Bakalian advocates physical fitness programs that would help
alleviate much of the tensions encountered on the job which
are compounded by poor body movement and faulty alignment.
In a study conducted by Sevier (67), "Physical Fitness
and the Integrated Personality," there was evidence that
physical fitness through sports, conditioning exercises,
jogging, and related activities makes a positive contribution
W v 18,91, 1 -1-- 11 --- , -. 1 - --.-
23
to the development of the integrated or self-actualized
personality; and the contribution of things physical is in
keeping with the idea of balance between the affective,
cognitive, and psychomotor domains of the individual.
Watson (79, p. 49) states:
Another personal goal I have is to becomethe best example that I can be. I don'tthink you can teach by precept what youdo not teach by example. You cannot motivateothers if you are lazy yourself. You cannotteach fitness if you are not fit. You cannotteach girls that athletic interest and femi-ninity are compatible if you give no attentionto your own femininity., You cannot teach fairplay if you are unjust or transmit the joy ofdoing if you do not enjoy doing.
Groves (29) indicated that most college and university
faculty range in age from twenty-five to sixty-five, the age
range of vulnerability to premature heart disease in the
United States. "Why do highly intelligent men and women
neglect their physical fitness?" Groves feels that for those
who put off getting back in shape until it is more convenient,
the task soon appears impossible and the damage irreparable.
Faculty members are usually ambitious peopleset on getting to the top. They are alwayslooking upward until one day they look downand are shocked at what they see--- a large
protruding abdomen, flabby arms and legs,double or triple chins, and a backsidebroadened beyond recognition by years ofsitting. (29, p. 76)
24
Page (59) indicates that those who hire personnel are
not getting enough useful information about job applicants.
Data gathered from vitae, transcripts, letters of recommend-
ation, and personal interviews are often inadequate because
these devices frequently ignore what should be the most
important item--- evidence concerning the applicant's actual
performance of job-related tasks. Therefore, "more time and
effort must go into screening and hiring procedures" (18,
p. 44).
The effective teacher is a role model for continuing
learning and for expert professional nursing care. (31, p. 30)
Therefore, to a great extent the quality of faculty deter-
mines the quality of the entire educational program, and no
school is greater than its faculty (23, p. 432).
Harms and Bailey (31, p. 30) stated:
The effective teacher has sufficient masteryof her area of teaching and its relation to otherdisciplines to permit her to explore new combi-nations of ideas and their application, experimentwith new ways of giving care and new methods ofteaching, and break with conformity when indicated.
The effective teacher, according to Harms and Bailey,
permits students the same freedoms, especially freedom of
imagination and the opportunity to test out their ideas.
The effective teacher should transmit to students the ex-
citement of learning and view learning as a personal ex-
perience. The effective teacher is "cognizant of the know-
ledge, skills, and competencies that students bring to
nursing " (31, p. 30) .
25
Academic Preparation of Nurse Faculty
Fritz and Murphy (25) in their analysis of the American
Nurses' Association Position on Nursing Education, indicated
that enrollments cannot be increased and instructional pro-
grams will not be improved now or in the future unless there
is an increase in the supply of suitable prepared nurse
faculty. This would require efforts to expand enrollments
in masters and doctoral programs. Universities offering
graduate programs must be encouraged to increase their enroll-
ments and recruit potential faculty members qualified for
graduate level instruction and research. There should be a
plan available to faculty members who require additional
educational preparation to qualify them for the changing
faculty responsibilities in nursing education. There should
be continuous efforts made to identify undergraduate nursing
students and employed nurses who have potential for teaching
and counsel them on the career opportunities and satisfactions
in teaching.
Schlotfeldt (66, p. 26) stated, "The greatest barrier to
preparing an adequate number of nurse practitioners is the
paucity of qualified nurse faculty. Although nursing has long
tolerated having many of its practitioners taught by faculty
not qualified for their positions, continuation of this situ-
ation is untenable." Therefore, administrators of educational
programs in nursing should strive to employ only faculty who
are competent to prepare practitioners for the future. The
26
nursing profession should be held accountable for determining
what is appropriate preparation for all of its practitioners
and what is appropriate preparation for faculty.
Pellegrino (60, p. 1007) states, "The first step in
graduate education should be the cultivation of master's
degree programs in the clinical specialities, not in nursing
education or administration." Nurses with advanced clinical
education, according to Pellegrino, will become faculty members
for the new proliferating associate and baccalaureate degree
programs.
Tschudin (73) projected in 1964 that future nurse faculty
members of university schools of nursing will be prepared at
the doctoral or postdoctoral level for teaching and for re-
search in a clinical specialty. Some will have doctoral
preparation in nursing, but many, according to Tschudin, will
be prepared in various social or natural science fields.
In a study conducted by Cleino (15) to determine a pro-
file of 94 faculty members with doctoral degrees, there were
sixty-three Doctor of Education degrees; thirty Doctor of
Philosophy degrees; and oneDoctor of Science degree. Eighty-
one of the ninety-four had majored in professional education
or in nursing; three had majored in nursing; and the remaining
ten in five other fields of study. Placed in another group-
ing of the major fields of study, thirty-eight had majored in
some phase of nursing; forty-six in education; and ten in other
fields of study. Twenty-seven different institutions granted
these degrees.
27
Tschudin (74) described the nurse scientist training
program at the University of Washington which is illustra-
tive of a doctoral program in a related field with a minor
in nursing. The purposes of the program are to prepare
nurses as scholars who will
1. engage in independent research;
2. collaborate in joint research with members of allied
disciplines;
3. be able to contribute to the accumulation, formaliz-
ation, and advancement of nursing knowledge; and
4. be able to influence and guide future developments
in nursing.
A doctoral degree in another discipline with a minor in
nursing possesses, according to Tschudin, the following values:
1. This type of program requires the same rigorous train-
ing in disciplined, critical thinking and the same breadth and
depth of knowledge in the science field.
2. It provides depth of preparation in a science area
basic to nursing and from which nursing can draw selected
concepts for testing or further delineation.
3. As more faculty members are prepared in these doctoral
programs, they will begin to work collaboratively across their
different specialty areas to relate, synthesize, and organize
selected concepts and principles form these disciplines as
they are seen to be relevant to nursing.
28
4. The doctoral minor in nursing serves to keep the
student in touch with developments in nursing and helps to
maintain an identification with nursing.
5. The cross-discipline seminars provide a dimension of
breadth in the student's preparation.
6. Nurse-scholars having doctoral preparation in another
discipline will be able to hold joint appointments in their
basic science department and in the school of nursing.
Rogers (63, p. 75) stated, "There is a grave need for
Ph.D. programs with a major in nursing in which the scholars,
the researchers, the university teachers in nursing are pre-
pared." Rogers commented that Bernard Berelson, Graduate
Education in the United States, pointed out that "the master's
degree cannot be recovered as the acceptable degree for
college teaching." Therefore, nurses whose goal is to teach
in baccalaureate or higher degree programs in nursing, accord-
ing to Rogers, must recognize that the future will require
this level of preparation.
Schlotfeldt (66) does not support the development of
Ph.D. programs in nursing and feels pursuit of doctoral study
in the basic educational disciplines holds far more promise
of sound preparation for nurse scholars.
Peplau (61) indicated that doctoral education is
absolutely demanded of faculty members and feels that faculty
should pursue their own clinical research and be models for
the intellectual stimulation of their students.
29
Abdellah (51) indicated that if nurses are to fulfill
their professional roles as nurse researchers and scholars,
doctoral training is essential for at least one percent of
the active nurse population. This goal, according to
Abdellah, is a very difficult one to achieve.
Hadley (51) expressed that nursing has not come to
grips with what constitutes knowledge or nursing science at
the baccalaureate and master's level of education. Hadley
finds it difficult to understand how anyone can "logically"
talk about any doctoral (Ph.D or D.N.Sc.) program in nursing.
Hadley further believes that nursing has the potential to
develop its own concepts and theories, but will never become
a "pure" discipline in the sense that physics and chemistry
are.
In the American Journal of Nursing (December, 1975)
"News," the New York State Nurses Association recommends
legistation to require a bachelor's degree as the minimal
requirement for professional nurse licensure. On the other
hand, Newman (58) proposes that the minimal entrance re-
quirement for the nursing professional should be the pro-
fessional doctorate (D.N.). Newman (58, p. 705) states,
"Adoption of a professional degree similar to that awarded
in the other major health professions will be a step toward
assuring an appropriate educational base for the practitioner
and claiming for nursing the recognition and status needed
for the task." Newman indicates, however, that the Doctor of
30
Nursing (professional degree) should not be confused with
the academic doctorate. The academic doctorate should be the
minimal requirement for a nurse in teaching and/or research.
"The granting of a doctoral degree in nursing should
constitute only the beginning of the research for knowledge
which continues throughout a professional career" (51, p. 38).
Advertisement for faculty positions in nursing journals
have indicated the expected academic preparation for nursing
faculty. The following "wanted" ads clearly point out the
expected academic preparation:
Year, 1956
INSTRUCTORS- In medical-surgical, public health,and psychiatric nursing. University school, NLNfully accredited, master's degree preferable.Ten month salary 4,600 to 5,000, dependent uponqualifications, annual increases. Excellentopportunity for nurses desiring superviseduniversity teaching experience. Box 3-MW,Nursing Outlook, 2 Park Avenue, New York 16.(78, p. 190)
Year, 1962
FACULTY APPOINTMENTS- Open for September 1962in public health nursing and maternal and childhealth nursing, in women's college offering aB.S. degree with a major in nursing. M.S.degree with appropriate clinical specializationplus a minimum of one year nursing experiencerequired. ...Salary and academic rank are com-mensurate with education and experience. ApplyDorothy Jean Dobrushin, Division of Nursing,Villa Maria College, 2551 W. Lake Road, Erie,PA. (77, p. 278)
Year, 1969
FACULTY- New collegiate program. Master's degreerequired. Experience in college teaching desir-able. Salary commensurate with qualifications.Apply Dean, College of Nursing, The University ofAkron, Akron, Ohio 44304 (76, p. 75)
31
Year, 1976
NURSING FACULTY- The school of nursing, locatedin a major university health science complex,is seeking qualified faculty applicants in allclinical areas. Master's degree in nursing re-quired; preference will be given to applicantswith a doctoral degree. Please send resume to:Dean, School of Nursing, University of California,10833 Le Conte Ave., Los Angeles, CA 90024. Anequal opportunity employer. (75, p. 124)
Research in Nursing
Nursing administrators are in a position to either pro-
mote or inhibit research efforts of faculty. Wax (80) noted
that an interest in nursing research cannot be fostered in
undergraduate programs unless the faculties teaching in
these programs have a positive attitude toward research which
should motivate students to not only acquire research skills
but also initiate, develop, and direct research activities.
Mereness (46, p. 78) stated, "... efforts to develop
research nurses are still clouded by the traditional concept
of the nurse." Nursing as a learned profession should
develop methods to identify potential nurse researchers early
in their nursing careers and encourage them to become research
workers.
Role models, according to Mereness (46), are as important
in research as in other occupations where young practitioners
receive an initial orientation to a work role. The lack of
research by nurse-faculty members is one of the profession's
most serious deficiencies. Other professions rely heavily
32
upon faculty research projects to provide inspiration,
motivation, and role models for beginning research workers.
Therefore, according to Mereness, there is a need for faculty
members who are engaged in research and can be role models
for students in baccalaureate schools-of nursing. Mereness
indicates that all nurses cannot be research workers. But
all nurses should support the research activities of their
colleagues and provide the climate where research may flourish.
McManus (44) questioned, What is the place of nursing
research--yesterday, today, and tomorrow? McManus cited from
a paper presented by Robert K. Merton that "a profession is
committed to the task of enlarging the body of knowledge that
it applies to the problems and troubles with which it deals.
The silent revolutions in all professions have come about as
the result primarily of knowledge enlarged through research."
(44, p. 76)
Research in nursing dates back to 1856 when Miss Florence
Nightingale wrote Notes on Matters Affecting the Health,
Efficiency and Hospital Administration of the British A
(44, p. 77)
The lack of research and publication are the usual
barriers to promotion for many nurse faculty members. Denman
(21, p. 47) listed the following statements that were made on
the questionnaires used in a study to review titles, appoint-
ments and promotion policies of the faculties of the health
professions in the university
33
Promotions are dependent on evidence ofparticipation in research or on contributionsto professional literature; they are also de-pendent on leadership or active participationin professional organizations or in thosecommunity activities which lend prestige tothe university or college.
Substantial success in research. Award offellowship for study or research. Publi-cation of research findings continued overthe years.
Research and writing completed or in progress.Competence to advise in research.
In granting promotions, the university rewardscompetence in teaching, as well as in researchand writing.
Hochbaum (36) suggests that if the nursing profession is
to provide a truly sound scientific basis for itself and its
activities, nurses engaging in research or administering
research will have to recognize and appreciate more fully the
difficulties and complexities of research. Nursing will have
to rely on other specialists outside the profession or provide
more intensive training for nurses with ability and interest
in research.
Continuing Education
One of the major issues today in nursing is continuing
education with the question of it being voluntary or manda-
tory for the renewal of license to practice professional
nursing.
Lewis (39, p. 499) stated, "Continuing education is the
slogan of the day for every nurse." It would be very difficult
to deny the concept of continuing education and to argue
34
against the idea that nurses, like other professionals, need
to keep their knowledge and skills up to date for competent
practice.
Cooper (16) pointed out that continuing education is a
necessity for effective professional practice and that it
should encompass all those learning activities that occur
after an individual has completed his basic education, i.e.,
credit and non-credit activities, formal and informal ed-
ucation, planned and incidental learning, and self-directed
study.
Cooper (16) indicated that the most significant role of
the teacher in both higher and continuing education is to help
the student learn without a teacher. Faculty members must not
make students to dependent upon the teacher for the "right"
answers; in continuing education this is disastrous, for the
learners must return to his real world and make decisions and
solve problems.
Compulsory continuing education is not really a new idea
and has closely been identified with education required of
teachers for maintaining their certificates for teaching and
for salary increments. (16, p. 582)
Nurse educators, according to Cooper, must themselves
be more effective role models as learners. The idea of faculty
members as continuing learners is reinforced when students see
them at work in the same library used by nursing students.
(16, p. 581)
35
McGriff (43, p. 713) stated, "The most apparent argument
against a voluntary system for continuing education in nursing
is the present dilemma in nursing practice. The majority of
nurses have not recognized that education for nursing is a
continuous process, and that no basic program can possibly
prepare them for a life-time of practice."
McGriff (43) concludes the article by saying, "Nursing
must move forward without delay in supporting the principle
of mandatory continuing education in nursing. This is
essential to assure society of the profession's commitment
to improving the quality of health care. The time is long
overdue for creative administrators, teachers, and others
to direct their efforts toward the fulfillment of this
obligation."
Stevens (69) examined the following objectives in making
continuing education mandatory:
1. Mandatory continuing education is a means for assuring
professional practice.
2. Mandatory continuing education will make provisions
for needed learning opportunities for nurses.
3. Mandatory continuing education is needed to protect
the consumer of nursing service.
Stevens (69) commented that to "force feed" the nurse
does nothing to cure the inappropriate attitude and role
model failure. Stevens advocates that the best approach to
the problem would be to develop a system of peer censure and
36
to develop mechanisms whereby nursing departments refuse to
retain unprofessional nurses.
McGriff (42) made the following statements on con-
tinuing education which support mandatory continuing edu-
cation in nursing:
1. Continuing education in nursing must be viewed as
an integral part of all nursing education.
2. Continuing education must be designed to provide
both quality and quantity in health care.
3. Practitioners of nursing must support and participate
in continuing education as a tangible way in order to be
accountable to the public they serve and for nursing to
continue as an essential social service.
Hassenplug (32, p. 26) states, "Continuing study and
effort are necessary to keep up with the expanding inform-
ation in the field." Faculty should delete outmoded and
obsolete materials, develop new materials, and then help
students learn how to use them to increase their knowledge
and improve their practice.
"Each time a teacher sets a- new intellectual goal and
consistently strives to meet that goal, he enhances his
preparation for teaching and keeps the content alive and
revised" (32, p. 26).
37
Summary
The review of nursing and related literature supports
the tentative criteria. The literature strongly indicated
a need for graduate preparation at the master's degree level
in a clinical nursing specialty as minimal preparation for
teachers of nursing. There was an indication that doctoral
preparation was a future expectation of faculty in baccalaur-
eate schools of nursing. The American Nurses' Association
Standards for Nursing Education, "Faculty Standards for
Programs Leading to Baccalaureate Degrees," supports the
criteria that relates to graduate education, both master and
doctoral levels; research; publication; active practice in
nursing specialty; professional activities; and community
endeavors. Summer practice in nursing was further supported
by Lister (40) . There was evidence in the literature to
support the need for good health and physical fitness, con-
tinuing education, and prior nursing experience for teachers
of nursing.
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40
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41
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42
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539 , "Preparation of NursingLeaders," Nursing Outlook, IV (September, 1956),pp. 517-521.
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55. National League for Nursing Department of Baccalaureateand Higher Degree Programs, "Baccalaureate and Master'sDegree Programs Accredited by N.L.N.- 1975-76,"Nurs Outlook, XXIII (June, 1975), pp. 391-393.
56. National League for Nursing Department of DiplomaPrograms, "Diploma Programs in Nursing Accreditedby N.L.N.- 1975-76," Nursing Outlook, XXIII (August,1975), pp. 521-523.
57. National League for Nursing Division of Nursing Educa-tion, "Educational Resources for the Preparation ofNurses. Part 2. Preparation for Advanced Positions inProfessional Nursing," Nursing Outlook, VI (February,1958), pp. 86-90.
58. Newman, Margaret A., "The Professional Doctorate inNursing: A Position Paper," Nursing Outlook, XXIII(November, 1975), pp. 704-706.
59. Page, Eric N., "On Hiring Counselors: A Vita Speaks ItsMind," Personnel and Guidance Journal, LII (March,1974), pp. 7T-7T77.
60. Pellegrino, Edmund D., "Rationale for Nursing Educationin the University," American Journal of Nursing, LXVIII(May, 1968), pp. 1009-1609.
61. Peplau, Hildegard E., "Nursing's Two Routes to DoctoralDegrees," Nursing Forum, V (No. 2, 1966), pp. 57-67.
62. Price, Alice W., "The Nurse As A Teacher," NursingOutlook, VII (February, 1959), pp. 98-99.
63. Rogers, Martha E., "Doctoral Education in Nursing,"Nursing Forum, V (No. 2, 1966), pp. 75-82.
43
64. Sandberg, Bruce L., "Screening Prospective Social StudiesTeachers," Phi Delta Kappan, LIII (February, 1972),p. 384.
65. Schaefer, Marguerite J., "Faculty Recruitment, Develop-ment, and Utilization," The Shifting Scene-Structurefor Strength, New York, National League for Nursing,1~W18, pp. 19-20.
66. Schlotfeldt, Rozella M., "Doctoral Study in BasicDisciplines--A Choice for Nurses," Nursing Forum,V (No. 2, 1966), pp. 68-73.
67. Sevier, Vernon A., "Physical Fitness and the IntegratedPersonality,* Journal of Physical Education, LXXII(May/June, 1974), pp. T15-152.
68. Smith, Kathryn M., "The New Tomorrow in Nursing,"Nurs Outlook, VIII (October, 1960), pp. 547-549.
69. Stevens, Barbara J., "Mandatory Continuing Educationfor Professional Nurse Relicensure. What are theIssues?" Journal of Nursin Administration, III(September/October, 1973)pp. 25-28.
70. Storlie, Frances J., "This I Believe...About Who ShallTeach," Nursing Outlook, XV (January, 1967), pp. 53-54.
71. Stubbert, Jayne et al, "Physical Fitness-A Key toEmotional Health," R.N., XXXVIII (August, 1975),pp. 30-33.
72. "The Excellent Teacher," (editorial) Nursing Outlook,XVII (May, 1969)., p. 35.
73. Tschudin, Mary S., "Educational Preparation Needed bythe Nurse in the Future," Nursing Outlook, XII(April, 1964), pp. 32-35.
74. , "Doctoral Preparation in Other Dis-ciplines with a Minor in Nursing," Nursing Forum,V (No. 2, 1966), pp. 50-56.
75. "Wanted" (Advertisement) , NursingOutlook, XXIV(February, 1976), p. 124.
76. "Wanted" (Advertisement), Nursing Outlook, XVII(March, 1969), p. 75.
77. "Wanted" (Advertisement), Nursing Outlook, X (April,1962), p. 278.
44
78. "Wanted" (Advertisement), Nursing Outlook, IV(March, 1956), p. 190.
79. Watson, Janet Z., "The Purpose of Purposeful Teaching,"Journal of Physical Education and Recreation, XLVI(June, 1975), p.49.
80. Wax, Joyce, "Attitudes of Nursing Students TowardResearch," Nursing Outlook, XIV (April, 1966),pp. 70-72.
81. Weigel, Bill, "Bringing Physical Fitness to Business,"Journal of Ph sical Education, LXXII (July/August,973Tmpp. 172-13; 177.
45
CHATPER III
METHODS AND PROCEDURES
This study was conducted to establish a criteria for
initial appointment, reappointment, and promotion or merit
of faculty in baccalaureate schools of nursing. The tenta-
tive criteria was developed from the research questions and
tested by using a jury of experts.
Subjects
There were 100 administrators of baccalaureate schools
of nursing accredited by the National League for Nursing
utilized as the panel of experts (jury) in this study. The
schools of nursing were placed within the six regional
accrediting boundaries of higher education. Table I indicates
the number of states and the number of accredited baccalaur-
eate schools of nursing in each of the six regions. There
were no baccalaureate schools of nursing accredited by the
National League for Nursing in the State of Alaska.
46
TABLE I
NUMBER OF STATES AND ACCREDITED BACCALAUREATESCHOOLS OF NURSING REPRESENTED IN EACH OF
THE SIX REGIONS OF HIGHER EDUCATION
Region Number of States Number of Schools
New England 6 21
Middle States 5 54Puerto RicoDistrict ofColumbia
North Central 19 84
Southern 11 59
Northwest 7 13
Western 2 18
Description of the Instrument
The tentative criteria (See Appendix A) was developed to
test the research questions of this study. The criteria re-
presented the following broad categories for the initial
appointment, reappointment, and promotion or merit of faculty
in baccalaureate schools of nursing:
1. Academic Qualifications
2. Work Experience
3. Professional and Community Organizations
4. Health and Physical Fitness Status
47
5. Continuing Education
6. Research and Publication
There were three survey forms developed to provide a
means for acquiring data and to answer the research questions.
The first survey form (See Appendix C) was developed to
provide data for the following questions:
1. Which of the following criteria are currently being
utilized for initial appointment of faculty in baccalaureate
schools of nursing, and
2. Which of the following criteria should be utilized
for initial appointment of faculty in baccalaureate schools
of nursing.
The second survey form (See Appendix D) was developed
to provide data for the following questions:
1. Which of the following criteria are currently being
utilized for reappointment and promotion or merit of faculty
in baccalaureate schools of nursing, and
2. Which of the following criteria should be utilized
for reappointment and promotion or merit of faculty in
baccalaureate schools of nursing.
The third survey form (See Appendix E) was developed
for the purpose of rating the criteria according to the
following scale (4, p. 44):
1 - Of ABSOLUTELY Top Importance
2 - Of GREAT Importance
48
3 - Of MEDIUM Importance
4 - Of LITTLE Importance
5 - Of NO Importance
The third survey form also provided the rank order of im-
portance of the criteria.
Procedures for Collection of Data
A stratified sample (3, p. 122) of the baccalaureate
schools of nursing accredited by the National League for
Nursing was used as the procedure for determining the sample
size in each of the six regions. There were 249 N.L.N.
accredited baccalaureate schools of nursing in the six
regions of higher education. Table II indicates the number
of schools of nursing and the percentage of representation
in the six regions of higher education.
Wip - I'l- 19-10 e - ''. I
49
TABLE II
THE PERCENT AND NUMBER OF BACCALAUREATESCHOOLS OF NURSING REPRESENTED INEACH REGION OF HIGHER EDUCATION
Region Number of Schools Percent
New England 21 8.43
Middle States 54 21.69
North Central 84 33.73
Southern 59 23.70
Northwest 13 5.22
Western 18 7.23
Knowledge of the total number of baccalaureate schools
of nursing accredited by the National League for Nursing, the
percentage of representation in each of the six regions of
higher education, and the required number (N=100) for the
survey sample determined the number of responses required
from each region. Table III indicates the number of re-
sponses from each region that were used as the basis for
this study.
.4-4016 momwa-, "wail awmilwaWNWAM- 11,
50
TABLE III
NUMBER OF RESPONSES FROM EACH REGIONOF HIGHER EDUCATION REQUIRED
FOR THE STUDY
Region Required Responses
New England 8
Middle States 22
North Central 34
Southern 24
Northwest 5
Western 7
After the sample was selected the following procedure
was initiated:
1. The three survey forms and cover letter (See Appendix
B) were composed and printed.
2. The survey forms were coded according to school and
region.
3. The cover letter, survey forms and self-addressed
stamped return envelope were mailed to 184 administrators
of baccalaureate schools of nursing accredited by the
National League for Nursing.
51
4. The returned survey forms were filed according to
their respective region. No follow up was required for ob-
taining additional responses because the required responses
were received from the initial mailing.
Procedures for Analysis of Data
After the collection of the required responses from
each region was complete, the data was tabulated according
to percent response in each region. The data was then
analyzed to answer the seventeen research questions. Re-
search questions one through twelve were analyzed according
to a percent response and mean percent response in each
region to the criteria. The research questions numbered
thirteen, fourteen, fifteen, sixteen, and seventeen were
analyzed by the use of the chi-square. (7, p. 192) Each
research question, thirteen through seventeen, was tested
in the null form at the .05 level of significance. Chapter
IV presents the results of the analysis of the data.
CHAPTER BIBLIOGRAPHY
1. Babbie, Earl R., Surv Research Methods, California,Wadsworth PublishigxCo.7T172.
2. Berdie, Douglas R. and John F. Anderson, Questionnaires:Designand Use, New Jersey, Scarecrow Press, Inc.,
3. Ferguson, George A., Statistical Analysis in Psjcholoand Education, 3rd edition, New York,.McGraw-HillBiokCompany, 1971.
4. Gross, Edward and Paul V. Gambsch, Changes in UniveryOrganization 1964-71, Carnegie Commssionon HigherEducation, St. Louis, McGraw-Hill Book Company, 1974.
5. National League for Nursing Department of Baccalaureateand Higher Degree Programs, "Baccalaureate and Master'sDegree Programs Accredited by N.L.N. - 1975-76,"Nursing Outlook, XXIII (June, 1975), pp. 391-393.
6. Roscoe, John T., Fundamental Research Statistics, NewYork, Holt, RinEart and Winston, Inc., 19697
52
53
CHAPTER IV
STATISTICAL ANALYSIS OF RESULTS
Introduction
The purpose of this chapter is to present and describe
the statistical results obtained for this study. The data
analyzed were the responses made on the three survey forms
to the criteria that was developed from the research questions.
Research questions, one through twelve, were analyzed accord-
ing to a percent response in each region to the criteria.
Research questions, thirteen through seventeen, were analyzed
by the use of the chi-square. A level of .05 was required
for significance. The results are presented in the following
format: that which is currently used and that which should be
(ideal) considered for faculty selection, reappointment, and
promotion or merit in baccalaureate schools of nursing.
Results
Research Question 1
Is a doctoral degree in nursing or in any field of study
a requirement for a faculty appointment in a baccalaureate
school of nursing?
54
The criteria related to this research question are:
Criterion 1. Doctoral degree with a majorin nursing.
Criterion 2. Doctoral degree with a majorin any field of study.
Table IV indicates that regions II, III, and VI consider
the requirement of a doctoral degree with a major in nursing;
and regions I, II, III, and IV consider the requirement of a
doctoral degree with a major in any field of study for the
initial appointment of faculty in a baccalaureate school of
nursing. The mean percent for Criterion 1 is 5.83; and
Criterion 2 is 12.5 percent. Region V did not consider the
requirement of Criteria 1 and 2 in the inital appointment
of faculty in a baccalaureate school of nursing.
Table V indicates the percent response from each region
as to whether or not Criteria 1 and 2 in the initial appoint-
ment of faculty in baccalaureate schools of nursing. The
mean percent for Criterion 1 is 77.66; and Criterion 2 is
30.5 percent.
Research Question 2
Is a master's degree in a clinical nursing specialty a
requirement for a faculty appointment in a baccalaureate
school of nursing?
The criterion related to this research question is:
Criterion 4. Master's degree in a clinicalnursing specialty.
Table IV indicates a 100 percent response in all regions
55
TABLE IV
THE PERCENT RESPONSE FROM EACH REGION OF THETENTATIVE CRITERIA THAT IS CURRENTLY
USED IN THE INITIAL SELECTION OFFACULTY IN BACCALAUREATE
SCHOOLS OF NURSING
Regions
Tentative CriteriaI II III IV V VI
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
0
25
0
100
36
36
0
50
25
36
0
0
0
25
36
25
9
18
27
100
50
36
9
36
27
45
0
0
9
64
27
23
12
24
9
94
53
41
0
53
26
29
0
9
15
79
41
32
0
8
8
100
54
50
0
42
33
46
4
8
8
63
33
13
0
0
0
100
60
40
0
40
20
0
0
0
20
60
20
0
- -- I I _____________--_______1I
14
0
0
100
29
57
0
43
14
29
0
0
0
86
57
57
56
TABLE V
THE PERCENT RESPONSE FROM EACH REGION OF THETENTATIVE CRITERIA THAT SHOULD BE USED
IN THE INITIAL SELECTION OFFACULTY IN BACCALAUREATE
SCHOOLS OF NURSING
Regions
Tentative CriteriaI II III IV V VI
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
75
12
75
0
0
50
36
50
36
63
50
36
50
86
63
36
86
36
55
23
18
73
45
77
64
36
32
32
32
77
91
100
76
59
53
38
21
53
53
50
44
56
41
44
38
59
79
82
63
42
42
25
25
54
50
50
46
33
25
38
33
46
79
83
80
20
0
60
60
40
80
40
60
60
40
40
80
80
80
100
86
14
57
43
29
57
29
57
57
29
14
14
43
71
100
86
-, - I -
57
except region III which had a ninety-four percent response.
The mean percent is ninety-nine.
Two schools in region III indicated on the survey form
that they hired faculty with a baccalaureate degree in nursing
because of the non-availability of master's prepared nurse
faculty. However, they further indicated that faculty with
baccalaureate degrees must be working toward a master's
degree.
Table V indicates the percent response from each region
as to whether or not Criterion 4 should be (ideal) considered
in initial appointment of faculty in baccalaureate schools of
nursing. The mean percent is 31.5.
Research Question 3
Is the completion of a doctoral degree in nursing or in
any field of study within a five year period from initial em-
ployment a requirement for reappointment and promotion or
merit in a baccalaureate school of nursing?
The criterion related to this research question is:
Criterion 3. Plans to complete a doctoraldegree within five years from initial employment.Failure to complete degree results in terminationof employment.
Table VI indicates that regions I, II, III, and IV
consider Criterion 3 in the reappointment and promotion or
merit of faculty. The percent response of these four regions
varied from thirteen to twenty-five. The mean percent is
11.83. Regions V and VI do not consider Criterion 3.
58
TABLE VI
THE PERCENT RESPONSE FROM EACH REGION OF THE TENTATIVECRITERIA THAT IS CURRENTLY USED IN REAPPOINTMENT
AND PROMOTION OF FACULTY IN BACCALAUREATESCHOOLS OF NURSING
Regions
Tentative CriteriaIIII IV lVI
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
0
25
25
100
12
25
0
63
36
75
12
0
12
75
63
63
15
14
18
86
18
27
9
56
41
50
0
0
0
95
50
50
15
35
15
82
32
29
0
56
35
53
0
6
9
85
65
56
4
13
13
83
29
25
4
63
54
75
4
4
13
86
54
58
20
20
0
100
40
40
0
60
20
20
0
0
0
80
60
60
14
0
0
86
14
14
0
43
14
29
0
0
0
71
71
71
- - -- -_ _-_- __I__-_ _
59
TABLE VII
THE PERCENT RESPONSE FROM EACH REGION OF THE TENTATIVECRITERIA THAT SHOULD BE USED IN REAPPOINTMENT
AND PROMOTION OF FACULTY IN BACCALAUREATESCHOOLS OF NURSING
Regions
Tentative CriteriaI III IV V VI
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
75
12
63
0
12
36
25
25
36
36
12
25
36
50
25
25
82
36
59
14
9
18
36
50
45
32
18
18
45
45
68
73
71
62
41
41
18
24
47
41
32
32
35
32
24
59
74
68
58
50
54
17
13
33
46
42
38
38
29
29
33
33
63
63
80
40
40
60
40
40
80
60
80
60
20
20
40
60
100
100
-- _______II I ______
71
14
43
14
14
14
43
57
43
57
14
14
14
71
100
100
60
Table VII indicates the percent response from each region
as to whether or not Criterion 3 should be (ideal) considered
in the reappointment and promotion or merit of faculty in
baccalaureate schools of nursing. The mean percent is fifty.
Research Question 4
Is the basic professional nurse preparation, bachelor's
degree in nursing, a requirement for a faculty appointment in
a baccalaureate school of nursing?
The criterion related to this research question is:
Criterion 5. Bachelor's degree in nursing.
Table IV indicates that all regions consider the re-
quirement of a bachelor's degree in nursing for the initial
faculty appointment in a baccalaureate school of nursing.
The percent response in each region varied from twenty-nine
to sixty percent. The mean percent is forty-seven.
Table V indicates the percent response from each region
as to whether or not Criterion 5 should be (ideal) considered
in the initial appointment of faculty in baccalaureate schools
of nursing. The mean percent is 25.5.
Research Question 5
Is the prospective candidate for appointment to a faculty
in a baccalaureate school of nursing required to have two years
of experience as a staff nurse in a clinical practice setting?
61
The criterion related to this research question is:
Criterion 6. Evidence of two years workexperience as a staff nurse in a clinical practicesetting.
Table IV indicates that all regions consider the re-
quirements of two years work experience as a staff nurse in
a clinical practice setting for an initial faculty appoint-
ment in a baccalaureate school of nursing. The percent
response varied from thirty-six to fifty-seven. The mean
percent is 43.33.
Table V indicates the percent response from each region
as to whether or not Criterion 6 should be (ideal) considered
in the initial appointment of faculty in baccalaureate schools
of nursing. The mean percent is 54.5.
Research Question 6
Is reappointment and promotion or merit dependent upon
working a minimum of six weeks in a clinical practice setting
during the three month summer intermission?
The criterion related to this research question is:
Criterion 7. Continued employment is dependentupon working a minimum of six weeks in a clinicalpractice setting during the three month summer inter-mission.
Table VI indicates that only regions II and IV consider
Criterion 7 in the reappointment and promotion of faculty in
baccalaureate schools of nursing. The mean percent is 2.17.
62
Table VII indicates the percent response from each
region as to whether or not Criterion 7 should be (ideal)
considered in the reappointment and promotion or merit of
faculty in baccalaureate schools of nursing. The mean
percent is 46.17.
Research Question 7
Is membership in the American Nurses' Association and/
or National League for Nursing a requirement of faculty for
an appointment, reappointment, and promotion or merit in a
baccalaureate school of nursing?
The criteria related to this research question are:
Criterion 8. Evidence of membership in theAmerican Nurses' Association and an active partici-pant at the local/district level.
Criterion 9. Evidence of membership in theNational League for Nursing and an active partici-pant at the local and/or state level.
Table IV indicates that all regions consider the require-
ment of membership in the American Nurses' Association for
an initial faculty appointment in a baccalaureate school of
nursing. The percent response varied from thirty-six to
fifty-three. The mean percent is forty-four.
The data presented in Table IV regarding Criterion 9
indicates that all regions consider the requirement of member-
ship in the National League for Nursing for an initial faculty
appointment in a baccalaureate school of nursing. The percent
response varied from fourteen to thirty-three. The mean
percent is 24.17.
63
Table V indicates the percent response from each region
as to whether or not Criteria 8 and 9 should be (ideal) con-
sidered in the initial appointment of faculty in baccalaureate
schools of nursing. The mean percent for Criterion 8 is
fifty-four; and Criterion 9 is 51.17 percent.
Table VI indicates that all regions consider the re-
quirement of membership in the American Nurses' Association
(Criterion 8) for reappointment and promotion or merit of
faculty in baccalaureate schools of nursing. The percent
response, however, varied from forty-three to sixty-three.
The mean percent is 56.83.
The data presented in Table VI regarding Criterion 9
indicates all regions consider the requirement of member-
ship in the National League for Nursing for reappointment
and promotion or merit of faculty in baccalaureate schools
of nursing. The percent response varied from fourteen to
fifty-four percent. The mean percent is 33.33.
Table VII indicates the percent response from each
region as to whether or not Criteria 8 and 9 should be (ideal)
considered in the reappointment and promotion or merit of
faculty in baccalaureate schools of nursing. The mean percent
for Criterion 8 is 45.83; and Criterion 9 is 45.67 percent.
64
Research Question 8
Is participation in a community organization(s) such as
church, city council, cancer society, etc. a requirement for
reappointment and promotion or merit in a baccalaureate
school of nursing?
The criterion related to this research question is:
Criterion 10. Evidence of participation in acommunity organization(s) such as church, citycouncil, cancer society, etc.
The data in Table VI indicates that twenty to seventy-
five percent of the schools surveyed in the six regions re-
quire faculty participation in community organizations for
reappointment and promotion or merit in baccalaureate schools
of nursing. The mean percent is 50.33.
Table VII indicates the percent response from each
region as to whether or not Criterion 10 should be (ideal)
considered in the reappointment and promotion or merit of
faculty in baccalaureate schools of nursing. The mean
percent is 42.5.
Research Question 9
Is health and physical fitness status considered in the
initial appointment, reappointment, and promotion or merit of
faculty in baccalaureate schools of nursing?
The criteria related to this research question are:
65
Criterion 11. Evidence of a planned pro-gram for physical fitness activities.
Criterion 12. Evidence that a desirableweight is maintained.
Criterion 13. Evidence of a yearly planfor health maintenance and annually providesthe administrator with a statement of healthby a licensed physician.
Table IV indicates that region IV considers the re-
quirement of a planned program for physical fitness activi-
ties; regions III and IV considers that a desirable weight
be maintained; and regions II, III, IV, and V considers the
requirement of a yearly plan for health maintenance for the
initial faculty appointment in baccalaureate schools of
nursing. Regions I and VI do not consider criteria 11, 12,
and 13 in the initial appointment of faculty. The mean
percent for Criterion 11 is 0.67; Criterion 12 is 2.83 per-
cent; and Criterion 13 is 8.67 percent.
Table V indicates the percent response from each region
as to whether or not Criteria 11, 12, and 13 should be (ideal)
considered in the initial appointment of faculty in baccalaur-
eate schools of nursing. The mean percent to Criterion 11 is
33.67; Criterion 12, thirty-four percent; and Criterion 13,
forty-six percent.
Table VI indicates that regions I and IV consider the
requirement of a planned program for physical fitness activi-
ties; regions III and IV consider the requirement that a de-
sirable weight be maintained; and regions I, III, and IV
66
consider a yearly plan for health maintenance for reappoint-
ment and promotion or merit of faculty in baccalaureate
schools of nursing. Regions II, V, and VI do not consider
Criteria 11, 12, and 13 in the reappointment and promotion
or merit of faculty. The mean percent for Criterion 11 is
2.67; Criterion 12, 1.67 percent; and Criterion 13, 5.67
percent.
Table VII indicates the percent response from each
region as to whether or not Criteria 11, 12, and 13 should
be (ideal) considered in the reappointment and promotion or
merit of faculty in baccalaureate schools of nursing. The
mean percent for Criterion 11 is 21.33; Criterion 12, twenty-
three percent; and Criterion 13, thirty-two percent.
Research Question 10
Is continuing education in the field of instruction or
related areas a requirement for faculty reappointment and
promotion or merit in a baccalaureate school of nursing?
The criterion related to this research question is:
Criterion 14. Annually provides evidenceof continuing education in field of instructionand related areas.
The data in Table VI indicates that seventy-one to
ninety-five percent of the schools surveyed in the six regions
require evidence of continuing education in the field of in-
struction or related areas for reappointment and promotion
or merit of faculty in baccalaureate schools of nursing. The
mean percent is eighty-two.
67
Table VII indicates the percent response from each
region as to whether or not Criterion 14 should be (ideal)
considered in the reappointment and promotion or merit of
faculty in baccalaureate schools of nursing. The mean
percent is fifty-three.
Research Question 11
Is an evidence of an interest in research considered in
the initial appointment, reappointment, and promotion or
merit of faculty in baccalaureate schools of nursing?
The criterion related to this research question is:
Criterion 15. Evidence of interest in research.
The data presented in Table IV indicates that twenty to
fifty-seven percent of the schools surveyed in the six regions
consider an interest in research in the initial faculty
appointment in baccalaureate schools of nursing. The mean
percent is 35.67.
Table V indicates the percent response from each region
as to whether or not Criterion 15 should be (ideal) considered
in the initial faculty appointment in baccalaureate schools
of nursing. The mean percent is eighty-two.
Table VI indicates that all regions consider Criterion 15
in the reappointment and promotion or merit of faculty in
baccalaureate schools of nursing. The percent response, how-
ever, varies from fifty to seventy-one percent. The mean
percent is 60.5.
68
Table VII indicates the percent response from each
region as to whether or not Criterion 15 should be (ideal)
considered in the reappointment and promotion or merit of
faculty in baccalaureate schools of nursing. The mean
percent is 71.67.
Research Question 12
Is an evidence of an interest in publication considered
in the initial appointment, reappointment, and promotion or
merit of faculty in baccalaureate schools of nursing?
The criterion related to this research question is:
Criterion 16. Evidence of an interest inpublication.
The data presented in Table IV indicates that thirteen
to fifty-seven of the schools surveyed in regions I, II, III,
IV, and VI considered an interest in publication for an initial
appointment in baccalaureate schools of nursing. The mean
percent is twenty-five. Region V did not consider Criterion
16 a requirement for an initial faculty appointment.
Table V indicates the percent response from each region
as to whether or not Criterion 16 should be (ideal) considered
in the initial faculty appointment in baccalaureate schools
of nursing. The mean percent is 81.17.
The data presented in Table VI indicates that fifty to
seventy-one percent of the schools surveyed in the six regions
require evidence of faculty interest in publication for re-
appointment and promotion or merit in baccalaureate schools
69
of nursing. The mean percent is 59.67.
Table VII indicates the percent response from each
region as to whether or not Criterion 16 should be (ideal)
considered in reappointment and promotion or merit of faculty
in baccalaureate schools of nursing. The mean percent is
71.5.
Research Question 13
Is there any significant difference(s) among the six
regions in their requirements for an initial faculty appoint-
ment in a baccalaureate school of nursing?
The chi-square (5565.1866) that was derived from the
data in Table IV supports the research question in that there
is a significant difference among the six regions in their
criteria for initial appointment of faculty in baccalaureate
schools of nursing.
Research Question 14
Is there any significant difference(s) among the six
regions in their requirements for faculty reappointment and
promotion or merit in a baccalaureate school of nursing?
The chi-square (4841.185) derived from the data in Table
VI supports the research question in that there is a signif-
icant difference among the six regions in their criteria
used for reappointment and promotion or merit of faculty in
baccalaureate schools of nursing.
70
Research Question 15
Is there any significant difference(s) among the six
regions in rating the tentative criteria?
Table VIII indicates the mean rating of the criteria
by each region. The chi-square (21.497) derived from this
data does not support the research question in that there is
not a significant difference among the six regions in their
rating of the tentative criteria. However, as the chi-square
approaches the 0.10 level of significance there is a marginal
significant difference in the rating of the tentative criteria
among the six regions.
Table IX indicates the chi-square for each of the cri-
teria as rated by the six regions. The statistical data in
Table IX supports the research question in that there is a
significant difference in the rating of each of the criteria
by the six regions.
Research Question 16
Is there any significant difference(s) among the six
regions in the rank order of importance of the tentative
criteria?
The chi-square (73.75) derived from the data in Table X
supports the research question in that there is a significant
difference among the six regions in their rank order of im-
portance of the tentative criteria. However, Criterion 4
demonstrates no significant difference in the rank order of
71
TABLE VIII
THE MEAN RATING OF THE TENTATIVECRITERIA BY THE SIX REGIONS
Tentative RegionsCriteria TRgos__
I j II III viV V VI
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
2.5
3.125
2.625
1.375
2.0
2.0
2.5
2.375
3.0
2.625
3.875
4.0
2.75
1.5
2.125
2.375
2.136
2.272
2.363
1.545
1.772
2.636
2*772
2.227
2.409
2.590
3.727
3.5
3.0
1.863
1.954
2.0
2*352
2.441
2*588
1.088
1.764
1.911
2.942
2.205
2.647
2.323
3.558
3.382
3.176
1.264
1.705
1.735
2.5
2*25
2.416
1.416
1.541
2.0
3.0
2.208
2.625
2.291
3.333
3.25
3.375
1.708
2.166
2.125
2.6
3.4
2.8
1.2
1.4
2.0
2.6
2.6
3.0
2.6
3.6
3.2
2.4
2.0
2.0
2.0
1.857
3.0
2.714
1.571
3.0
2.857
3.0
2.857
3.0
3.0
3.714
3.571
3*571
2.0
1.857
2.0
- I- _ _ - _- --- - .. ____ ___ __I __ _
72
TABLE IX
THE CHI-SQUARE DERIVED FROM RATINGEACH TENTATIVE CRITERIA BY
THE SIX REGIONS
Tentative Criteria Chi-Square
1. 38.70*
2. 45.95*
3. 41*45*
4. 273.70*
5. 58.40*
6. 42.30*
7. 30.55*
8. 42.75*
9. 47.5Q*
10. 45.55*
11. *27*30*
12. 18.60*
13. 18.95*
14. 126.70*
15. 74.30*
16. 55.90*
*Significant at the .05 level.
73
TABLE X
THE RANK ORDER OF IMPORTANCE OF THETENTATIVE CRITERIA BY THE
SIX REGIONS
Tentative Regions
CriteriaI I III IV v vi
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
8.5
14
10.5
1
3.5
3.5
8.5
6.5
13
10.5
15
16
12
2
5
6.5
6
8
9
1
2
12
13
7
10
11
16
15
14
3
4
5
9
10
11
1
3
6
13
7
12
8
16
15
14
2
4
5
11
7
10
1
2
4
13
9
12
8
15
14
16
3
6
5
9.5
15
12
1
2
4.5
9.5
9.5
13
9.5
16
12
7
4.5
4.5
4.5
2.5
11
6
1
11
7.5
11
7.5
11
11
16
14.5
14.5
4.5
2.5
4.5
X2= 73.75*
*Significant at the .05 level.
74
TABLE XI
THE MEAN RANK ORDER OF IMPORTANCE OFTHE TENTATIVE CRITERIA FOR
THE SIX REGIONS
Tentative Criteria Mean Rank Order
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
7.75
10.83
9.75
1.00
3.91
6.25
11.33
7.75
11.83
9.66
15.66
14.41
12.91
3.16
4.33
5.08
7.5
11
10
1
3
6
12
7.5
13
9
16
15
14
2
4
5
75
importance of the tentative criteria in that all six regions
ranked this criterion number one in importance.
Table XI displays the compiled rank order of importance
of the tentative criteria for the six regions.
Research Question 17
Is there any significant difference(s) among the six
regions as to what the criteria should be for initial
appointment, reappointment, and promotion or merit of faculty
in baccalaureate schools of nursing?
The chi-square (2623.7016) derived for the data in Table
V supports the research question in that there is a signifi-
cant difference among the six regions in their criteria that
should be considered for initial appointment of faculty in
baccalaureate schools of nursing.
The chi-square (3467.59) derived from the data in
Table VII supports the research question in that there is a
significant difference among the six regions in their criteria
that should be considered for reappointment and promotion or
merit of faculty in baccalaureate schools of nursing.
Other Criteria
The survey forms provided space for the respondent to
indicate other criteria that were currently being used in
initial appointment, reappointment, and promotion or merit
of faculty in their respective baccalaureate school of nurs-
ing. The following "other" criteria was compiled from the
76
six regions and placed according to its relationship to the
tentative criteria.
Criteria 1 and 2:
Doctoral degree for increase in rank toassociate or professor.
For rank of professor must have doctorate.
Criterion 3:
Promotion to associate professor must havetwenty-four hours toward doctorate.
Criterion 4:
Primary care skills.
Knowledge of learning theory and contemporaryteaching methods.
Strong knowledge base in field.
Evidence of clinical leadership skills;beginning nurse practitioner skills.
Must be working toward a master's degree.
Criterion 5:
Committed to B.S. educational preparationfor nurses.
Criterion 6:
Evidence of two years successful teachingexperience in nursing.
Prior teaching experience in collegiateteaching.
Criterion 7:
Two week work experience during summer inter-mission in clinical practice setting.
Encourage clinical experience and/or advancedcourse work in summer but neither is mandatory.
77
Criterion 8:
Envolvement in the profession; concurrentwith problems and status of education innursing.
Committed to a career.
Evidence of good professional conduct.
Awareness of current issues in healthcare delivery system.
Criterion 10:
Religious affiliation compatible withschool's philosophy.
Church affiliation.
Evidence of interest in community service,consulting, teaching in continuing education,etc.
Evidence of contributions to the college,university, community, and profession.
Evidence of decision making strategiesin the socio-economic-political arenas.
Criterion 13:
Criterion 13 is a problem.
Evidence of good health.
Criterion 14:
Evidence of formal post-graduate work atfrequent intervals while employed.
Criterion 14 will be a requirement as of1977.
Criteria 15 and 16:
Evidence of inquiry and publication.
Promotion to associate professor must have24 hours toward doctorate-- research andpublication.
78
[Ideal] Engages in clinical research.Engages in demonstration projects* ex-perimenting with different use of man-power in health care delivery--nurses'role.
For rank of professor must have doctorate--research and publication.
[Ideal] Engages in research, experimentationin health care delivery related to nursing.
Evidence of involvement in research andhas published and/or presented papers.
Other criteria:
Eligible for licensure in state.
Institutional usefullness.
[Ideal] Experience in collegiate academiccounseling. Curriculum revision interestand experience.
Practice teaching session evaluated bypeers and students required of candidatefor initial appointment.
Ability to participate in team teachingand to accept assignment which might in-volve unusual work hours, i.e., weekendcollege, evening classes, etc.
Identify strengths and concerns with aplan for self development.
School and university committee involvement.
Active in college governance.
79
Summary
The purpose of this chapter was to present and describe
the data obtained for this study. The research questions,
one through twelve, were analyzed according to the percent
response made by each of the six regions. Research questions,
thirteen through seventeen, were analyzed by the use of the
chi-square at a significance level of .05.
The data presented in Tables IV, V, VI, and VII in-
dicated that the tentative criteria was used in the initial
appointment, reappointment, and promotion or merit of faculty
in baccalaureate schools of nursing. However, the percent
response for using the tentative criteria varied among the
six regions with the exception of Criterion 4 which had a
ninety-nine percent mean response.
There was a significant difference among the six regions
in their use of the tentative criteria for initial faculty
selection, reappointment, and promotion or merit of faculty.
There was a significant difference among the six regions
in their rank order of importance of the tentative criteria.
There was no significant difference in the mean rating of
the tentative criteria by the six regions. However, there
was a significant difference among the six regions in their
rating of the individual criteria.
80
CHAPTER V
SUMMARY, RESULTS, INTERPRETATIONAND RECOMMENDATIONS
Introduction
This study was conducted to determine criterion for the
appointment, reappointment, and promotion or merit of faculty
in baccalaureate schools of nursing. The study was designed
to ask research questions regarding criteria for the appoint-
ment, reappointment, and promotion or merit of faculty in
baccalaureate schools of nursing. A tentative criteria was
then developed from the research questions. The research
questions were tested by the survey method.
The Problem
The problem of this study was to establish a criteria
for the initial selection, reappointment, and promotion or
merit of faculty in a baccalaureate school of nursing.
The Research Questions
1. Is a doctoral degree in nursing or in any other
field of study a requirement for a faculty appointment in a
baccalaureate school of nursing?
2. Is a master's degree in a clinical nursing specialty,
i.e., medical-surgical, maternal-infant, psychiatric, pediatric,
or community health nursing, a requirement for a faculty
appointment in a baccalaureate school of nursing?
81
3. Is the completion of a doctoral degree in nursing or
in any field of study within a five year period from initial
employment a requirement for reappointment and promotion or
merit in a baccalaureate school of nursing?
4. Is the basic professional nurse preparation,
bachelor's degree in nursing, a requirement for a faculty
appointment in a baccalaureate school of nursing?
5. Is the prospective candidate for appointment to a
faculty in a baccalaureate school of nursing required to
have two years of experience as a staff nurse in a clinical
practice setting?
6. Is reappointment and promotion or merit dependent
upon working a minimum of six weeks in a clinical practice
setting during the three month summer intermission?
7. Is membership in the American Nurses' Association
and/or the National League for Nursing a requirement of
faculty for initial appointment, reappointment, and promotion
or merit in a baccalaureate school of nursing?
8. Is participation in a community organization(s) such
as church, city council, cancer society, etc. a requirement
for reappointment and promotion or merit in a baccalaureate
school of nursing?
9. Is health and physical fitness status considered in
the initial appointment, reappointment, and promotion or merit
of faculty in baccalaureate schools of nursing?
82
10. Is continuing education in the field of instruction
or related areas a requirement for faculty reappointment and
promotion or merit in a baccalaureate schools of nursing?
11. Is an evidence of an interest in research considered
in the initial appointment, reappointment, and promotion or
merit of faculty in baccalaureate schools of nursing?
12. Is an evidence of an interest in publications con-
sidered in the inital appointment, reappointment, and pro-
motion or merit of faculty in baccalaureate schools of nurs-
ing.
13. Is there any significant differences among the six
regions in their requirements for an initial faculty appoint-
ment in a baccalaureate school of nursing?
14. Is there any significant differences among the six
regions in their requirements for faculty reappointment and
promotion or merit in a baccalaureate school of nursing?
15. Is there any significant differences among the six
regions in rating the tentative criteria?
16. Is there any significant differences among the six
regions in the rank order of importance of the tentative
criteria?
17. Is there any significant differences among the six
regions as to what the criteria should be for initial appoint-
ment, reappointment, and promotion or merit of faculty in
baccalaureate schools of nursing?
83
The Method
There were 100 administrators of baccalaureate schools
of nursing accredited by the National League for Nursing re-
quired for the survey population of this study. The schools
of nursing were placed within the six regional accrediting
boundaries of higher education.
Three survey forms were constructed using the tentative
criteria that was developed from the research questions.
These forms along with a cover letter and self-addressed,
stamped return envelope were mailed to 184 administrators
of baccalaureate schools of nursing.
When the survey forms returned, they were placed in their
respective region folder. A stratified sample was used as
the procedure for determining the sample size for each region.
When the required number of responses were received for the
regions,the folder was closed to receiving further responses.
After the collection of the required responses, the data
was tabulated according to regions. Using the percent re-
sponse from each region to the criteria, research questions
one through twelve were analyzed. Research questions, thir-
teen through seventeen, were analyzed by the use of the chi-
square at a significance level of .05.
Results and Interpretation
The criteria relating to doctoral preparation of faculty
were given a very low priority according to the mean percent
84
response for the initial appointment of faculty. However,
the percent response to whether or not Criterion 1, doctoral
degree with a major in nursing, should be considered in the
initial appointment was given more consideration than Criter-
ion 2. This strongly indicates that the expected doctoral
degree in the future for faculty in baccalaureate schools of
nursing will be a doctoral degree with a major in nursing.
The tabulated mean percent for Criterion 4 strongly in-
dicates that a master's degree in a clinical nursing specialty
is the minimal academic preparation requirement for faculty
in baccalaureate schools of nursing.
The completion of a doctoral degree within five years
from initial employment was given consideration by four re-
gions in the reappointment and promotion or merit of faculty.
The mean percent further indicates that Criterion 3 was given
low priority in the reappointment and promotion or merit of
faculty. Regions V and VI did not consider Criterion 3.
However, the percent response to whether or not Criterion 3
should be considered indicates that an additional thirty-nine
percent of the schools surveyed are supportive of requiring
faculty to complete a doctoral degree for reappointment and
promotion or merit.
The data regarding Criterion 5, bachelor's degree in nurs-
ing, strongly indicates there is not a great concern as to
whether or not the faculty member possesses the minimal aca-
demic preparation for entrance into the nursing profession.
85
The data regarding Criterion 6 indicated that prior work
experience as a staff nurse is considered by approximately
forty-three percent of the schools surveyed for the initial
appointment of faculty in baccalaureate schools of nursing.
There was only an increase of eleven percent as to whether
or not Criterion 6 should be used in the initial selection
of faculty. Therefore, according to the data, prior work
experience as a staff nurse is not strongly considered as
a prerequisite for teaching in a baccalaureate school of
nursing.
Only two percent of the schools surveyed indicated that
continued employment was dependent upon working a minimum of
six weeks during the summer in a clinical practice setting.
There was an increase of forty-four percent of the population
surveyed that indicated Criterion 7 should be considered for
reappointment and promotion or merit of faculty in a baccalaur-
eate school of nursing. This strongly indicates that faculty
should actively practice nursing. The active practice of
nursing by faculty could: (1) renew their patient care skills;
(2) enable them to learn new skills, concepts, and approaches
to patient care; and (3) serve as modeling behavior of the
nurse educator.
Membership in the American Nurses' Association was
supported by forty-four percent of the schools surveyed.
There was only a slight increase, eleven percent, in the re-
spondents who feel membership should be considered in initial
86
appointment of faculty. Membership in the National League
for Nursing was given low priority in the inital selection
of faculty in baccalaureate schools of nursing.
Membership in both the American Nurses' Association and
the National League for Nursing was given more consideration
in reappointment and promotion or merit of faculty than in
the initial faculty appointment. The data further indicates
that there is a preference for the faculty to hold membership
in their professional organization than in the National League
for Nursing.
Participation in community organizations was considered
by approximately fifty percent of the schools surveyed for
reappointment and promotion or merit of faculty. There was a
decrease of 7.83 percent in the percent response as to whether
or not Criterion 10 should be considered in the reappointment
and promotion or merit of faculty in baccalaureate schools of
nursing. This further indicates that participation in com-
munity organizations is not as important an element to con-
sider in the reappointment and promotion or merit of faculty.
Health and physical fitness status was given a very low
priority for consideration in the initial appointment , re-
appointment,and promotion or merit of faculty in baccalaureate
schools of nursing. There was only a slight increase in the
percent response as to whether or not Criteria 11, 12, and 13
should be considered in the initial appointment, reappointment,
and promotion or merit of faculty. The data presented strongly
87
indicates that, according to the population surveyed, health
and physical fitness status are not considered essential cri-
teria for teaching in a professional school of nursing.
Continuing education of the nurse educator was considered
an essential criterion by eighty-two percent of the population
surveyed for the reappointment and promotion or merit of
faculty. However, as to whether or not Criterion 14 should
be considered in the reappointment and promotion of faculty,
there was a nineteen percent devrease in the percent response
among the six regions. This indicates some question as to
the importance placed on continuing education for the nurse
faculty among the six regions.
Criterion 15, evidence of an interest in research was
considered more essential in the reappointment and promotion
or merit, than in the initial appointment of faculty. The
data presented strongly indicates that nurse faculty must be
engaged in research in order to be eligible for reappointment
and promotion or merit in baccalaureate schools of nursing.
The data presented in regard to Criterion 16, evidence
of an interest in publication, indicates that publication is
currently given low priority in the initial selection of
faculty. However, it is currently given more consideration
in the reappointment and promotion or merit of faculty. The
respondents indicated that Criterion 16 should be given more
consideration in the initial appointment, reappointment, and
promotion of faculty in baccalaureate schools of nursing.
88
There were significant differences among the six regions
in their requirements for an initial appointment, reappoint-
ment, and promotion or merit of faculty in baccalaureate
schools of nursing. Table IV indicates that Criteria 1, 2,
3, 7, 9, 11, 12, and 13 are not given great, if any, con-
sideration in the initial appointment of faculty. Table VI
indicates that Criteria 1, 2, 3, 5, 7, 11, 12, and 13 are
not strongly considered in the reappointment and promotion or
merit of faculty. This further indicates that each region
considers certain aspects of the criteria more important
than others in the initial appointment, reappointment, and
promotion or merit of faculty.
There were significant differences among the six regions
as to the rank order of the criteria that should (ideal) be
considered in the initial appointment, reappointment, and
promotion or merit of nursing faculty. Table V indicates
that Criteria 2, 4, 5, 11, and 12 are not given much con-
sideration in the identification of the criteria that should
be considered for initial faculty appointment. Table VII
indicates that Criteria 2, 4, 5, 6, 11, 12, and 13 are not
strongly considered among the criteria that should be used in
reappointment and promotion or merit of faculty. The data
further indicates that each region places different values
on certain aspects of the tentative criteria that should be
considered for initial appointment, reappointment, and pro-
motion or merit of faculty in baccalaureate schools of nursing.
89
There were significant differences among the six regions
in their rank order of importance of the tentative criteria.
Table X demonstrates these differences in the rank order of
importance of the tentative criteria by the six regions. The
data indicates that each region places different values on
certain aspects of the tentative criteria.
The Established Criteria
The results of the data have established the following
"ideal" criteria for the initial appointment of faculty in
baccalaureate schools of nursing. The criteria were derived
from the rank order of importance in Table XI and listed in
order of priority.
Master's degree in a clinical nursingspecialty.
Evidence of continuing education in fieldof instruction or related areas.
Bachelor's degree in nursing.
Evidence of an interest in research.
Evidence of an interest in publication.
Evidence of two years work experience asa staff nurse in a clinical practice setting.
Evidence of membership in the AmericanNurses' Association and actively participatesat the local/district level.
Doctoral degree with a major in nursing.
Evidence of participation in a communityorganization(s) such as church, city council,cancer society, etc.
90
The following "current" criteria for initial appointment
were derived from the rank order of the mean percent response
from the data in Table IV. The criteria are listed in order
of priority for initial appointment of faculty in baccalaur-
eate schools of nursing.
Master's degree in a clinical nursingspecialty.
Evidence of continuing education in fieldof instruction or related areas.
Bachelor's degree in nursing.
Membership in the American Nurses'Association and actively participatesat the local/district level.
Evidence of two years work experience asa staff nurse in a clinical practice setting.
Evidence of an interest in research.
Evidence of participation in a communityorganization(s).
Evidence of an interest in publication.
Membership in the National League for Nursingand actively participates at the local and/orstate level.
Doctoral degree with a major in any fieldof study.
There is no significant difference in the "ideal" criteria
and the "current" criteria used by the six regions for initial
appointment of faculty in baccalaureate schools of nursing.
The only difference is that the doctoral degree with a major
in nursing is considered in the "ideal" criteria and the doc-
toral degree with a major in any field of study is currently
91
being considered in the initial appointment of faculty in
regions I, II, III, and IV. Also, membership in the National
League for Nursing is considered in the "current" criteria
but not in the "ideal" criteria.
The results of the data in Table VI have established
the following criteria that are currently being used for the
reappointment and promotion or merit of faculty in baccalaur-
eate schools of nursing. The criteria are listed in order
of priority.
Master's degree in a clinical nursingspecialty.
Annually provides evidence of continuingeducation in field of instruction andrelated areas.
Evidence of an interest in research.
Evidence of an interest in publication.
Evidence of membership in the AmericanNurses' Association and actively participatesat the local/district level.
Evidence of participation in a communityorganization (s) .
Evidence of membership in the NationalLeague for Nursing and actively participatesat the local and/or state level.
Doctoral degree with a major in any fieldof study.
The data obtained from Table VII has established the
following "ideal" criteria for the reappointment and pro-
motion or merit of faculty in baccalaureate schools of
nursing. The "ideal" criteria are listed in order of priority.
92
Doctoral degree with a major in nursing.
Evidence of an interest in research.
Evidence of an interest in publication.
Annually provides evidence of continuingeducation in field of instruction andrelated areas.
Plans to complete a doctoral degree withinfive years from initial employment.
Continued employment is dependent uponworking a minimum of six weeks in aclinical practice setting during thethree month summer intermission.
Evidence of membership in the AmericanNurses' Association and actively participatesat the local/district level.
Evidence of membership in the NationalLeague for Nursing and actively participatesat the local and/or state level.
Evidence of participation in communityorganization (s) .
Doctoral degree with a major in any fieldof study.
Evidence of a yearly plan for health main-tenance and annually provides the adminis-trator with a statement of health by alicensed physician.
There is a significant difference in the criteria that
is currently being used among the six regions and the "ideal"
criteria for reappointment and promotion or merit of faculty
in baccalaureate schools of nursing. The "ideal" criteria
included all of the criteria that is currently being used
among the six regions except one, a master's degree in a
clinical nursing specialty. The "ideal" criteria included
93
the following additional criteria for reappointment and
promotion or merit of faculty.
Doctoral degree with a major in nursing.
Plans to complete a doctoral degree wihtinfive years from initial employment.
Continued employment is dependent uponworking a minimum of six weeks in aclinical practice setting during thethree month summer intermission.
Evidence of a yearly plan for healthmaintenance and annually provide theadministrator with a statement of healthby a licensed physician.
The order of priority is significantly different in the
"current" criteria and the "Ideal" criteria for reappointment
and promotion or merit of faculty in baccalaureate schools
of nursing.
Conclusions
On the basis of the findings of this study the following
conclusions were made:
1. That a doctoral degree with a major in any field of
study is currently given preference over a doctoral degree
with a major in nursing for the selection, reappointment and
promotion of faculty in baccalaureate schools of nursing.
This is primarily due to the fact that doctoral programs in
nursing are just beginning to be developed.
2. A doctoral degree with a major in nursing appears to
be the future academic preparation for faculty in baccalaur-
eate schools of nursing.
94
3. More consideration should be given to good health
and physical fitness status as one of the criteria in the
selection, reappointment and promotion of nursing faculty.
4. More consideration should be given to requiring
faculty in baccalaureate schools of nursing to obtain ex-
perience in a clinical practice setting during the summer
intermission.
5. Involvement in research and publication activities
should be given high priority in the selection, reappointment
and promotion of faculty in baccalaureate schools of nursing.
6. Continuing education of faculty is an essential
element to consider in the reappointment and promotion of
faculty in baccalaureate schools of nursing.
7. Plans for the completion of a doctoral degree within
five years from initial employment should be considered one
of the criteria in the reappointment and promotion of nursing
faculty.
8. Participation in activities in the community should
be given strong consideration as one of the criteria in the
selection, reappointment and promotion of faculty in bac-
calaureate schools of nursing.
9. The basic professional preparation of nursing faculty,
bachelor's degree in nursing, needs to be reconsidered as a
prerequisite for teachers of nursing.
95
10. Membership in the American Nurses' Association
should be given preference over membership in the National
League for Nursing in the selection, reappointment and pro-
motion of faculty in baccalaureate schools of nursing.
Recommendations
On the basis of the findings of this study it is
recommended:
1. That a follow up study be conducted to determine
if faculty are given adequate time and support by the ad-
ministration to attain the expected criteria for reappoint-
ment and promotion or merit.
2. That graduate schools offering programs in nursing
be surveyed to determine if they have made plans for the
future expectation that faculty of baccalaureate schools of
nursing hold a doctoral degree with a major in nursing.
3. That a study be conducted to determine the relation-
ship between work experience during the summer in a clinical
practice setting to modeling behaviors and teacher effective-
ness in a baccalaureate school of nursing.
4. That a study be conducted to determine the affect of
faculty health and physical fitness status on modeling be-
haviors and teacher effectiveness.
5. That teaching competence of nursing faculty in bac-
calaureate schools of nursing be given more emphasis and con-
sideration as one of the criteria for reappointment and
promotion.
APPENDIX A
The Tentative Criteria
96
97
The Tentative Criteria
1. Doctoral degree with a major in nursing.
2. Doctoral degree with a major in any field of study.
3. Plans to complete a doctoral degree within five
years from initial employment. Failure to complete degree
results in termination of employment.
4. Master's degree in a clinical nursing specialty.
5. Bachelor's degree in nursing.
6. Evidence of two years work experience as a staff
nurse in a clinical practice setting.
7. Continued employment dependent upon working a
minimum of six weeks in a clinical practice setting during
the three month summer intermission.
8. Evidence of membership in the American Nurses'
Association and actively participates at the local/district
level.
9. Evidence of membership in the National League for
Nursing and actively participates at the local and/or state
level.
10. Evidence of participation in a community organization
such as church, city council, cancer society, etc.
11. Evidence of a planned program for physical fitness
activities.
98
12. Evidence that a desirable weight is maintained.
13. Evidence of a yearly plan for health maintenance and
annually provides the administrator with a statement of
health by a licensed physician.
14. Annually provides evidence of continuing education
in field of instruction and related areas.
15. Evidence of an interest in research.
16. Evidence of an interest in publication.
APPENDIX B
The Cover Letter
99
100BAYLOR UNIVERSITY GEDDES M. McLAUGHLIN, Dean
SCHOOL OF NURSING 3616 Worth Street
WACO - DALLAS Dallas, Texas 75246214/820-3361
January 21, 1976
Dear
A study is being conducted to complete doctoral degreerequirements at North Texas State University and yourassistance is vitally needed to provide data for thedissertation, "The Determining of Criterion for FacultySelection in Baccalaureate Schools of Nursing." It hasbeen assumed for the purpose of this study that theadministrator (Dean/Director) will (1) respond to theenclosed tentative criteria, (2) respond honestly, and(3) respond in present and future expectations of facultyin baccalaureate schools of nursing.
The "Tentative Criteria" was selected from the followingcategories: Academic Qualifications, Work Experience,Professional and Community Organizations, Health andPhysical Fitness Status, Continuing Education, and Re-search and Publication.
A self-addressed, stamped envelope is enclosed for yourconvenience in returning the survey forms. Upon requesta summary of the results of this study will be made avail-able.
Thank you very much for your assistance and time in thisresearch endeavor.
Sincerely yours,
Samuel T. Hughe, r.Assistant ProfessorDoctoral Candidate
Geddes M. McLaughlin, .D.Dean, School of NursingMinor Professor - Doctoral Committee
APPENDIX C
Survey Form- 1
Initial Employment
101
DIRECTIONS:
INITIAL EMPLOYMENT102
In the column to the left of the tentative criteria check the criterionthat are currently being utilized in selecting faculty for initial employ-ment. In the column to the right of the tentative criteria check thecriterion that should be ("IDEAL") utilized in selecting faculty for ini-tial employment.
CURRENT "IDEAL"CRITERIA TENTATIVE CRITERIA CRITERIA
1. Doctoral degree with a major in nursing.
2. Doctoral degree with a major in any field of study.
3. Plans to complete a doctoral degree within five years frominitial employment. Failure to complete degree resultsin termination of employment.
4. Master's degree in a clinical nursing specialty.
5. Bachelor's degree in nursing.
6. Evidence of two years work experience as a staff nurse ina clinical practice setting.
7. Continued employment dependent upon working a minimum ofsix weeks in a clinical practice setting during the threemonth summer intermission.
8. Evidence of membership in the American Nurses Associationand an active participant at the local/district level.
9. Evidence of membership in the National League for Nursingand an active participant at the local and/or state level.
10. Evidence of participation in a community organization(s)such as church, city council, cancer society, etc.
11. Evidence of a planned program for physical fitness activi-ties.
12. Evidence that a desirable weight is maintained.
13. Evidence of a yearly plan for health maintenance andannually provides the administrator with a statement ofhealth by a licensed physician.
14. Annually provides evidence of continuing education infield of instruction and related areas.
15. Evidence of interest in research.
16. Evidence of interest in publication.
17. OTHER CRITERIA: Please feel free to list additional cri-teria that are currently being utilized in initial employ-ment.
APPENDIX D
Survey Form- 2
Reappointment and Promotion or Merit
103
DIRECTIONS:
REAPPOINTMENT AND PROMOTION OR MERIT104
In the column to the left of the tentative criteria check the criterionthat are currently being utilized in reappointment and promotion or meritof nursing faculty. In the column to the right check the criterion thatshould be ("IDEAL") utilized in reappointment and promotion or merit ofnursing faculty.
CURRENT "IDEAL"CRITERIA TENTATIVE CRITERIA CRITERIA
1. Doctoral degree with a major in nursing.
2. Doctoral degree with a mojor in any field of study.
3. Plans to complete a doctoral degree within five yearsfrom initial employment. Failure to complete degree re-sults in termination of employment.
4. Master's degree in a clinical nursing specialty.
5. Bachelor's degree in nursing.
6. Evidence of two years work experience as a staff nursein a clinical practice setting.
7. Continued employment dependent upon working a minimumof six weeks in a clinical practice setting during thethree month summer intermission.
8. Evidence of membership in the American Nurses Associationand an active participant at the local/district level.
9. Evidence of membership in the National League for Nursingand an active participant at the local and/or state level.
10. Evidence of participation in a community organization(s)such as church, city council, cancer society, etc.
11. Evidence of a planned program for physical fitnessactivities.
12. Evidence that a desirable weight is maintained.
13. Evidence of a yearly plan for health maintenance andannually provides the administrator with a statementof health by a licensed physician.
14. Annually provides evidence of continuing education infield of instruction and related areas.
15. Evidence of interest in research.
16. Evidence of interest in publication.
17. OTHER CRITERIA: Please feel free to list additional cri-teria that are currently being utilized in reappointmentand promotion or merit.
APPENDIX E
Survey Form- 3
Rating of Tentative Criteria
105
RATING OF TENTATIVE CRITERIA106
DIRECTIONS: Rate the Tentative Criteria according to the following scale -1 - Of ABSOLUTELY Top Importance2 - Of GREAT Importance3 - Of MEDIUM Importance4 - Of LITTLE Importance5 - Of NO Importance
Place an "X" in one of the columns at the right of the tentativecriteria that reflects your response according to the above scale.
TENTATIVE CRITERIA 1 2 3 4 5
1. Doctoral degree with a major in nursing.
2. Doctoral degree with a major in any field of study.
3. Plans to complete a doctoral degree within five yearsfrom initial employment. Failure to complete degreeresults in termination of employment.
4. Master's degree in a clinical nursing specialty.
5. Bachelor's degree in nursing.
6. Evidence of two years work experience as a staff nursein a clinical practice setting.
7. Continued employment dependent upon working a minimumof six weeks in a clinical practice setting during thethree month summer intermission.
8. Evidence of membership in the American Nurses Associationand an active participant at the local/district level.
9. Evidence of membership in the National League for Nursingand an active participant at the local and/or state level.
10. Evidence of participation in a community organization(s)such as church, city council, cancer society, etc.
11. Evidence of a planned program for physical fitnessactivities.
12. Evidence that a desirable weight is maintained.
13. Evidence of a yearly plan for health maintenance andannually provides the administrator with a statementof health by a licensed physician.
14. Annually provides evidence of continuing education infield of instruction and related areas.
15. Evidence of interest in research.
16. Evidence of interest in publication.
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107
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