Abstract
The United States faces a critical shortage of full-time registered nurses, which is directly affected by the shortage of nurse educators. Many schools of nursing are already seeing the impact as qualified program applicants are being turned away due to the lack of qualified educators available to teach them. The trend has become to employ increasing numbers of part-time faculty who have a clinical focus in their education. There is much debate about the clinical teaching effectiveness of part-time faculty. One way to assess quality of education is to assess teacher effectiveness. The purpose of this quantitative, descriptive, study was to examine student and faculty perceptions of the clinical teaching effectiveness of part-time clinical nursing faculty as compared to fulltime clinical nursing faculty. The study also identified the characteristics of effective clinical teachers as perceived by students, part-time clinical nursing faculty, and full-time clinical nursing faculty.
Sigma Membership
Theta Tau
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Nursing Education, Clinical Nursing Faculty, Effective Clinical Teachers
Advisor
Cristie McClendon
Second Advisor
Kathleen Hargiss
Third Advisor
Eric Parks
Degree
PhD
Degree Grantor
Capella University
Degree Year
2012
Recommended Citation
De Santis, Kimberly L., "Perceptions of teaching effectiveness of part-time and full-time clinical nursing faculty of BSN education" (2023). Dissertations. 1791.
https://www.sigmarepository.org/dissertations/1791
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-10-23
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3508821; ProQuest document ID: 1018550088. The author still retains copyright.