Gyant, LaVerne, 1950-
Ed.D. (Doctor of Education)
Counseling, Adult and Higher Education
Nursing--Study and teaching (Associate degree)--Illinois; Nursing schools--Illinois--Faculty; Nursing--Vocational guidance--Illinois; Community colleges--Illinois--Faculty; Higher education; Community college education; Higher education administration
The purpose of this study was to determine what is known about induction, competency, and role development of nursing faculty at the associate degree level. Specifically, the study assessed how nurses with clinical backgrounds --- many of whom have been working for years as practitioners --- are transitioned from nurse clinicians and inducted into the community college setting as faculty and clinical instructors. Associate degree nursing faculty (n=573) working for one of the 44 programs in Illinois awarding the Associate of Applied Science or the Associate Degree of Nursing completed a self-administered online questionnaire. Surveys (n=188, 33%) were returned over a five-week period. Quantitative data were analyzed by t-tests, correlation, and ANOVA. Qualitative data were analyzed by content analysis. The results indicate that associate degree nursing faculty require additional preparation and ongoing professional development to be successful upon entering into the faculty role and throughout their career as nursing faculty. Data also indicate that years of experience as a clinical nurse combined with master's level clinical-training education (e.g., clinical nurse leaders, advance-practice registered nurses) is insufficient preparation to succeed in the faculty role.
Hawk, Marsha, "Core competencies and role development of nursing faculty in associate degree programs" (2016). Graduate Research Theses & Dissertations. 1975.
Northern Illinois University
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