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Dissertations / Theses on the topic 'Nursing Faculty'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Amos, Kimberly S. "Nursing faculty members' perspectives of faculty-to-faculty workplace incivility among nursing faculty members." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558555.

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<p> In recent years, nursing faculty incivility has been a searing topic of research. Nursing research included studies on incivility among nursing students, incivility between nursing students and nursing faculty, and incivility in the clinical setting. However, literature specifically on nursing faculty incivility was limited. This descriptive, quantitative study examined perceived levels of workplace incivility among nursing faculty members. The sample (<i> n</i> = 257) consisted of nursing faculty members employed at community colleges in North Carolina. The methodology included a non-expe

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2

Kleinhesselink, Anne Kraft. "Nurse Faculty Perceptions of Role Stress and Faculty-to-Faculty Incivility." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6912.

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The purpose of this study was to determine the relationship between nurse faculty perceptions of role stress and faculty-to-faculty incivility using the stressor-emotion model of counterproductive work behaviors. A convenience sample of 79 nurse faculty from 39 undergraduate nursing programs in Iowa responded to an online survey. The survey consisted of two instruments: Workplace Incivility Civility Scale and Role Strain Scale. Findings revealed 76 participants perceived incivility as a problem and identified stress (n = 64) and demanding workloads (n = 54) as contributing factors. Pearson cor

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Hall, Katherine C. "Scholarship for Nursing Faculty." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8291.

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4

Kalt, Christine Lee. "Clinical Nursing Faculty Competency." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6228.

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Nursing faculty are responsible for graduating competent students and being competent themselves; however, the required competencies of clinical nursing faculty who instruct students in the clinical area are unidentified. The practice problem addressed in this project was the lack of a structured, organized process for identifying initial and ongoing competencies of a clinical nursing facility. The purpose of this project was to explore nursing faculty clinical competency and provide a multimethod, multispecialty approach for implementing clinical nursing faculty competency. The target populat

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Piskac, Ellen M. Hawkins Peggy L. "Characteristics of retained nursing faculty." Click here for access, 2008. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ph. D.)--College of Saint Mary -- Omaha, 2008.<br>Presented to the faculty of College of Saint Mary in partial fulfillment of requirements for the degree of Doctor of Education. Under the supervision of Peggy Hawkins. Includes bibliographical references.

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6

Nehring, Wendy M., T. Wexler, F. Hughes, and A. Greenwell. "“Faculty Forward:” Faculty Development in High-Fidelity Simulation in Nursing." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6722.

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7

Gaerte, Amy E. "Characteristics of mentoring in nursing faculty." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221290.

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The increasing complexity of today's nursing coupled with the growing need for higher numbers of expertly trained nursing staff requires faculty members who are prepared to handle this challenge. Mentoring has been noted as a successful tool for advancing careers, fulfilling role expectations, and providing resources for guidance. With a nursing shortage threatening and a bulge in the population of baby boomers beginning to retire, nurses are in high demand. The purpose of this study was to examine the concept of mentoring in nursing, determine if nursing faculty have been mentored and to asce

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Thomas, Nanci Terese. "Burnout among Nursing Faculty in Texas." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278474/.

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The study analyzed burnout of nursing faculty to determine the frequency, intensity, and predictors of burnout. Christian Maslach's burnout questionnaire, Maslach Burnout Inventory (MBI), and a demographic data survey were used to measure burnout. A random selection of 250 nursing faculty was mailed both a burnout questionnaire and a demographic data survey. There were 192 useable responses that were used in the study. Each questionnaire and demographic data survey were reviewed for completeness and rechecked for accurate data entry. The results were presented in summary tables. Data analysis

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Gravens, Kathleen Ann. "A Statewide Study of Nursing Faculty Intent to Leave Academe: Key Influencing Factors." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1403731255.

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10

Brewer, Angela. "Faculty perceptions of teaching online." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/697.

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Roberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.

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This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review

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Lycette, Lisa L. "Nursing Faculty Perceptions Related to Collaborative Testing." Thesis, William Carey University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845852.

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<p> This qualitative study examines nursing faculty perceptions related to the use of collaborative testing in nursing education. Collaborative testing, also called group testing or team testing provides opportunities for cooperative learning as students work in groups discussing test questions and choosing answers. Research identifies increased student learning, enhanced communication skills, and improved critical thinking with collaborative testing. However nursing education has been resistant to the use of collaborative testing. </p><p> Nursing faculty participants describe perceptions of

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13

Palmer, Troy Jeffrey. "Barriers to Male Faculty in Nursing Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6470.

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Men are underrepresented among nursing faculty, providing few role models for male students who might benefit from interaction with male faculty. Male nursing faculty may face barriers similar to those faced by women in male-dominated professions. Diehl and Dzubinski's model of gender-based barriers served as the framework for this quantitative study conducted to identify disparities between male and female nursing faculty that may prevent men from entering, continuing, and advancing in nursing education. The association between the percentage of male nursing faculty with geographic region; in

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Thompson, Zenora. "Nursing Faculty Perspectives: Enrollment and Accommodation for the Undergraduate Disabled Nursing Student." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1576620891679646.

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McCall, Cheryl L. "Associate Degree Nursing Faculty Perspectives about Human Patient Simulation in Nursing Education." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2285.

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This study addressed the use of simulation as an adjunct to experiential learning in nursing education. The purpose of this study was to determine the perceived needs of faculty required for successful incorporation of simulation in nursing curricula in associate degree nursing programs in the southern region of the United States. This study further explored experienced nursing faculty perceptions regarding how simulation can enhance or supplement specific components required in nursing curricula. The population was a convenience sample of faculty members teaching in public funded NLNAC accred

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Williams, Tamara Lynette. "Student Incivility and Its Impact on Nursing Faculty and the Nursing Profession." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3550.

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Incivility disrupts the learning environment for nursing students and faculty, and contributes to the national nursing shortage since many nursing faculty reportedly leave academia because of disruptive student behaviors. Academic leaders at a midwestern college of nursing are concerned by the increasing number of students engaging in uncivil behaviors and are seeking solutions. Using Clark's conceptual model, which holds that incivility can be mitigated with effective communication and engagement, this qualitative case study was designed to understand what faculty perceive as the cause of stu

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Lindmeier, Connie. "Associate Degree Nursing Faculty Experiences Implementing Interprofessional Education." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861066.

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<p> Health care profession graduates, including associate degree nursing graduates, are required to care for clients with complex medical conditions and multiple comorbidities. The Accreditation Commission for Education in Nursing (ACEN) has mandated the addition of interprofessional education into health care curricula to improve communication, collaboration, and teamwork. Associate degree nursing programs, thus, must implement interprofessional education into their curricula. The goal is to improve patient safety and patient outcomes. There was a gap in the literature about what was known ab

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Whitehead, Paula Stallard. "Role Ambiguity, Role Strain, Job Dissatisfaction, and Difficulty Transitioning Into Academia Among Nursing Faculty." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1951.

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Registered nurses with experience in the clinical area entering academia go through a transition that may lead to difficulties such as role ambiguity and role strain when beginning a new job. The purpose of this study was to understand the experiences leading to role ambiguity, role strain, difficulty with role transition, and job dissatisfaction among the faculty at colleges of nursing in the mountain region of Western North Carolina. Guided by Kahn's organizational role theory and Schlossberg's transition theory, research questions investigated the nursing faculty experience of role ambiguit

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Shockness, Sharon. "Faculty Perspectives on Factors Impacting Work as Nurse Educators." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714181.

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<p> Job dissatisfaction among nursing faculty could have a significant impact on nursing faculty retention and student enrollment in nursing programs. The purpose of this qualitative instrumental case study was to gain insight into the perspectives of faculty members who teach nursing education in a university program. This study used Herzberg, Mausner, and Snyderman’s motivation-hygiene theory to explore employee satisfaction and dissatisfaction in the workplace. The research question focused on the perspectives of nursing educators and challenges they face. Data were collected through

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Merriman, Carolyn S. "Faculty Council Meeting." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8448.

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Merriman, Carolyn S. "Faculty Mentoring Training." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8467.

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22

Webster, Mary T. Crumpler Thomas P. "Perceptions of nursing students and nursing faculty members regarding the clinical preparation of baccalaureate nursing students." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273104941&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181316797&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Thomas P. Crumpler (chair), Donna Breault, Anthony W. Lorsbach, Al-Bataineh Adel Tawfiq, Patricial Stockert. Includes bibliographical references (leaves 200-203) and abstract. Also available in print.

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Kronziah-Seme, Rose. "Faculty Competence in Facilitating Clinical Simulation." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4646.

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Clinical simulation is a teaching strategy to assist nursing students to connect classroom knowledge to the clinical setting. Teaching clinical simulation requires special training, but many nursing faculty who teach clinical simulation do not receive clinical simulation training. The purpose of this study was to determine if the effects of formal versus informal simulation training impacted nursing faculty's self-ratings of their competency in facilitating simulation and identify areas for needed educational support. A quantitative descriptive approach was used and grounded in the National Le

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24

Allison-Jones, Lisa L. "Student and Faculty Perceptions of Teaching Effectiveness of Full-time and Part-time Associate Degree Nursing Faculty, Nursing Clinical Teacher Effectiveness Inventory." Diss., Virginia Tech, 2002. http://scholar.lib.vt.edu/theses/available/etd-10042002-183948.

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25

Aaberg, Vicki Ann. "Implicit attitudes of nursing faculty toward individuals with disabilities." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/V_Aaberg_041310.pdf.

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26

Schriner, Cheryl L. "Clinical Nurses Transitioning Into a Faculty Role: A Cultural Analysis of the Nursing Profession, the Academic Discipline of Nursing, and the Academic Professorate." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1104694385.

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Thesis (Ph.D.)--University of Toledo, 2004.<br>Typescript. "A dissertation [submitted] as partial fulfillment of the requirements of the Doctor of Philosophy degree in Higher Education." Bibliography: leaves 198-211.

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27

Smith, Yvonne M. "USING A QUALITATIVE APPROACH TO EXPLORE NURSING FACULTY PERCEPTIONS OF TEACHING ONLINE." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1410960146.

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Hughes, Lynn Janine. "Nursing Faculty Attitudes, Knowledge and Practice of Therapeutic Touch." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/hughes/HughesL0805.pdf.

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Therapeutic touch is increasingly recognized as a nursing intervention that complements traditional medical care. Few studies specifically address nursing faculty perspectives on therapeutic touch and whether faculty include therapeutic touch theory or skills content in courses they teach. The purpose of this study was to describe nursing faculty attitudes, knowledge and practice of therapeutic touch. In addition, barriers to practicing or teaching therapeutic touch were identified. A survey (n=23) of nursing faculty teaching undergraduate students was conducted in a university-based nursing p

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Theodore, Lori Linn. "Nursing Faculty Perceptions of and Responses to Student Incivility." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1719.

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Student incivility has become a problem in nursing schools around the country. Researchers have noted that uncivil behavior that goes unaddressed may compromise the educational environment. Nursing faculty have differing standards about uncivil behavior; thus, students experience inconsistencies in approaches to incivility. The purpose of this mixed-methods explanatory study was to explore nursing faculty experiences with, understandings of, and responses to student incivility. The conceptual framework was Clark's continuum of incivility and the conceptual model for fostering civility in nursi

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Turrin, Carol Turrin. "The Influence of Nursing Academic Leadership on Faculty Retention." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3011.

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The critical nursing faculty shortage in the United States affects the ability of nursing schools to train an adequate number of nurses to meet increasing health care demands. Researchers have focused on the nursing faculty shortage; however, insufficient information exists on the relational influence leadership has on faculty retention. The research problem addressed in this study was the lack of information identifying how and in what ways leadership influences retention and intent to stay in academia. The purpose of this phenomenological study was to explore the perceptual views of current

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Coker, Abimbola. "Project Presented to the Faculty of the School of Nursing." Thesis, Saint Peter's University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10234498.

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<p> <i>Polypharmacy</i> is the concurrent use of multiple medications. Polypharmacy presents increased health risks and increased hospitalizations due to its synergistic effects particularly in the elderly population. In addition, there is a significant increase in health care spending. Polypharmacy is of special concern among elderly individuals because this practice can lead to other health risks, hospitalization and increased healthcare cost. The Centers for Medicare and Medicaid Services (CMS) estimates that polypharmacy costs the nation’s health plans more than $50 billion annually.

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Lindquist, Kimberly S. "Faculty Incivility and Academic Nurse Administrator Job Satisfaction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6915.

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Academic nurse leaders hold an essential role in preparing future nurses who have the skills and abilities to meet complex healthcare system. However, vacancies in academic leadership positions are on the rise and may be connected to faculty incivility which affects job satisfaction of academic nurse leaders. The purpose of this descriptive correlational study, guided by Herzberg's two-factor theory, was to explore the relationships between perceptions of and experiences with faculty incivility and job satisfaction in a population of academic nurse leaders. Leader perceptions of and experien

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Turnier, Joanne. "THE LEVEL OF HEALTH LITERACY KNOWLEDGE AMONG NURSE FACULTY." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1429972828.

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Simpson, Linda. "Undergraduate Nursing Students’ Learning Style Preferences and Preferred Faculty Teaching Methods Compared to the Actual Methods Used by Faculty." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3833.

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Aim. The aim of this study was to examine the generational differences of undergraduate nursing students’ learning style preferences and their preferred faculty teaching methods to the teaching methods used most often by nursing faculty in the classroom. Background. Nursing educators are responsible for creating learning environments that are effective for students that are in different generations and nursing educational pathways. Each generational cohort brings a collective set of characteristics, expectations, and preferences to the classroom, challenging educators to balance the generation

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Benfield, Suzanne Lynne. "Bedside Nurses' Perceptions of Pursuing an Academic Career as Nursing Faculty." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7785.

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There is a nursing faculty shortage at a Mid-Atlantic associate degree nursing program. In response, program administrators have hired adjunct faculty with bachelor of science in nursing degrees (BSNs), hired full-time faculty with master of science in nursing degrees in areas other than education who also are not certified nurse educators, and reduced its minimum requirement for nursing faculty clinical experience. The nursing faculty shortage combined with the resulting gaps in practice are problematic because they may (a) negatively influence the program's ability to produce degreed nurses;

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Russo, Brooke Stelle. "Civility Promotion Actions and Decisions of Prelicensure Baccalaureate Nurse Faculty." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7838.

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Acts of incivility in nursing education and practice settings are a growing concern. Previous research has indicated that uncivil behaviors, especially among nurses in the healthcare workplace, create toxic work environments and pose risks to patient safety. Uncivil behaviors among nurse educators and students were found to erode the learning environment and lead to poor program outcomes. Researchers provided evidence to show varied levels of incivility in academic and workplace environments and recommended solutions to improve civility, yet little evidence exists to show how nurse faculty app

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Hawes, Maureen A. "Use of computerized patient simulators perceptions of students and faculty /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/463.

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Jennings, Sheba. "Student and faculty perceptions of accelerated nursing programs on the nursing shortage in the Mississippi Delta." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10312008-151941.

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39

Flanigan, Kelly. "Nurses' Perceptions of Supports and Barriers in Transitioning to the Nurse Faculty Role." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2727.

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This project study addressed nurses' perceptions of supports and barriers in transitioning from a clinician to a faculty role in a 3-year diploma nursing program located in Eastern Pennsylvania. This problem is significant at both the local and national level due to the shortage of qualified nursing faculty members. A qualitative case study design using in-depth interviews was used. The framework to guide the study was Schoening's Nurse Educator Transition (NET) Model. The guiding question addressed perceptions of new nursing faculty members regarding supports and barriers of transitioning to

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Short, Candice, C. Mullins, Victoria Pope, and Marah Wise. "Graduate Nursing: Evaluation of a Faculty Guided Clinical Competency Exam Practice Session." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7355.

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Kossman, Susan Pollock Adkins Amee. "Student and faculty perceptions of nursing education culture and its impact on minority students." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087869.

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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed November 10, 2005. Dissertation Committee: Amee Adkins (chair), W. Paul Vogt, Edward R. Hines, Nancy Ridenour. Includes bibliographical references (leaves 205-212) and abstract. Also available in print.

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Rommelfaenger, Marijo A. "Faculty adoption of an undergraduate nursing curricular change| A correlational study." Thesis, Keiser University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099972.

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<p> Challenges in the implementation process of a new undergraduate nursing curriculum are multifactorial. Utilizing constructs of Hall’s (2013) Concerns Based Adoption Model (CBAM), and Oreg’s (2003, 2006) Resistance to Change Scale, the study examined faculty members’ personal concerns and resistance to change, regarding implementation of a new curriculum. The study is quantitative research, using correlational statistical analysis and use of descriptive statistics. Senge’s Leadership Theory and Wegner’s Community of Practice Theory formed the theoretical framew

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Holmes, Susuan Posey Witte James E. "Student and faculty perceptions of clinical teaching effectiveness of full-time and part-time baccalaureate degree clinical nursing faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/HOLMES_SUSAN_9.pdf.

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Elting, Julie Anne Kientz. "Organizational onboarding and socialization of adjunct clinical faculty in nursing education." Thesis, University of Southern California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704232.

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<p> The organizational socialization literature identifies specific needs of newly hired employees: role clarity, occupational self-efficacy, and social acceptance. Organizations help meet these needs by providing onboarding (orientation and engagement) practices that facilitate newcomer adjustment. This leads to increased employee satisfaction and retention. The purpose of this qualitative study was to identify the benefit of onboarding practices that nursing programs use with adjunct clinical nursing faculty and determine if these practices contribute to organizational socialization. Eight n

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Buchman, Sherleena Ann. "Simulation in Interprofessional Education: A Case Study with Baccalaureate Nursing Faculty." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1458309772.

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Zacharzuk-Marciano, Tara. "Nursing faculty experiences of virtual learning environments for teaching clinical reasoning." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260999.

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<p> Nurses need sharp, clinical reasoning skills to respond to critical situations and to be successful at work in a complex and challenging healthcare system. While past research has focused on using virtual learning environments to teach clinical reasoning, there has been limited research on the experiences of nursing faculty and there is a need for research to include a clearer understanding of potentially significant insights that nurse educators may gain from teaching clinical reasoning skills with virtual learning tools. This qualitative study identified and described nursing faculty exp

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Epeneter, Beverly Jean. "Intuition in the Undergraduate Nursing Curriculum: Faculty Attitudes, Practices and Preparation." PDXScholar, 1998. https://pdxscholar.library.pdx.edu/open_access_etds/3398.

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The primary goal of undergraduate nursing programs is to prepare students for nursing practice. Achievement of this goal may be hindered by reliance on the scientific method in nursing education. Nursing practice often requires the ability to make judgments in situations of ambiguity without the benefit of objective data. The ability to rapidly "read" a situation and respond appropriately is critical to safe nursing care. This requires education in the intuitive way of knowing. Intuitive development may be impeded when students are taught to rely on the rational, scientific way of knowing. The

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Nehring, Pamela Ann. "Guideline Development for an Adjunct Faculty Orientation in Prelicensure Nursing Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6463.

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A research study conducted by the National Council of State Boards of Nursing noted adjunct faculty educators have significant learning requirements and that nursing education throughout the United States has not met the basic needs of novice adjunct faculty educators. Adjunct faculty at a local community college noted a deficit in the orientation process for new clinical faculty. The purpose of this quality improvement project was to develop a guideline for new clinical faculty orientation. The sources of evidence were a literature review and a survey using the Delphi process with an expert p

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Rettenmeier, Lisa M. "The association of mentorships and leadership practices with nursing faculty retention." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/971.

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The lack of mentored relationships among nursing educators has the potential to negatively influence perceptions of leadership practices and could decrease the numbers of nursing faculty staying in academia. The purpose of this study was to investigate the perceptions of mentorships and leadership practices of nursing faculty teaching in academia. Watson's caring theory was the theoretical foundation to explain the congruence between mentored relationships, leadership practices, and the association with faculty retention. The first research question focused on differences between mentoring exp

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Walton-Nunez, Henrietta. "Qualitative Study of Nursing Faculty Implementing a New Concept-Based Curriculum." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7349.

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In 2009, the National League for Nurses (NLN) encouraged nursing programs to transition from traditional ways of teaching to concept-based curricula. Previous research revealed that nursing faculty exhibited a lack of expertise to maintain changes in new curricula. The purpose of this qualitative study was to address the Level 1 faculty members' difficulty in sustaining a new concept-based curriculum by understanding what strategies may assist faculty in facilitating students' learning through concept-based curriculum and which strategies may present barriers. The Level 1 faculty members were

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