A model for graduate nursing faculty teaching workload

Hamlin, Lynette

doi:10.1016/j.profnurs.2020.12.014

Cited by 10 publications

(14 citation statements)

References 6 publications

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“…The literature provides recommendations to consider when determining workload. 2,4,5 Developing a partnership between the faculty and nursing administration is central to create a more transparent, equitable, and fair workload policy. 5,6 Although there is no one clear path to establish faculty workload across all nursing programs, there are some general guidelines to consider.…”

Section: Nurse Educatormentioning

confidence: 99%

“…Faculty workload calculations are based on the mission of the academic setting and traditionally consider the 3 areas of teaching, research, and service. 13 A variety of workload calculation formulas have been reported 1,2,[4][5][6][14][15][16][17][18][19][20][21][22][23] in an attempt to capture the amount of time a faculty member spends in each area. The inherent difficulty of formulas accurately depicting workload is related to variables such as the type of position (tenured, tenure track, adjunct, clinical, visiting professor) and the method of course delivery (face-to-face, online, clinical, or simulation).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The literature provides recommendations to consider when determining workload 2,4,5. Developing a partnership between the faculty and nursing administration is central to create a more transparent, equitable, and fair workload policy 5,6.…”

mentioning

confidence: 99%

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Nursing Faculty Workload

et al. 2021

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Background: Nursing faculty and nursing program administrators share the goal of equitable faculty workload. Faculty teaching assignments and other academic workload can affect productivity and faculty satisfaction. Problem: Models for workload calculation need to account for multiple factors including mission, faculty position and rank, faculty expertise, and financial resources. The nursing faculty shortage, organizational structure, and fluctuations in student volumes further complicate achievement of a balanced workload model. Approach: A task force identified existing parameters for workload and assessed faculty satisfaction and teaching assignment preferences at a Midwest metropolitan university college of nursing. Outcomes: A new workload model was developed and accepted. The work highlighted course load expectations, financial realities, and negotiations between nursing faculty and nursing program administrators. Conclusions: Lessons learned suggest considering the academic year overall rather than each semester separately and reaffirm the importance of continual, clear communications between nursing faculty and nursing program administrators.

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Section: Nurse Educatormentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Nursing Faculty Workload

et al. 2021

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“…Siswa yang mampu meningkatkan penguasaan konsepnya jika dapat menguasai materi yang disampaikan oleh guru. Keterkaitan dengan penguasaan konsep dengan keterampilan berpikir kritis terletak pada proses pemecahan masalah yang siswa hadapi (Hamlin, 2021) (Ormazábal et al, 2021). Teknik pengambilannya yaitu dengan menggunakan tes dalam memahami variabel terikat 1 dan variabel terikat 2.…”

Section: Pendahuluanunclassified

Concept Attainment Model (CAM) in Empowering Critical Thinking Skills and Concepts Mastery for High School Students

Asyari

Wikanta

Juniawan

2022

SEJ

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Abstract.Existing human resources must be prepared early. Indeed, national education aims to create intelligent and competitive generations. This research is oriented towards the influence of CAM, which is implemented in the learning process. This research method is quasi-experimental. The research design used a non-equivalent control group design. As a sample is XI grade in SMA Muhammadiyah 7 Surabaya. Data collection techniques through observation and tests, critical thinking skills test sheets and students' concept mastery tests. Descriptively, self-critical thinking skills are 100% completed classically. The results of the t-test have a significance value of ≤ 0.05, which is 0.000. Then for mastery of the concept from the results of the t-test, the significance value is ≤ 0.05, namely with a significance value of 0.000. From the results of this study, it can be concluded that there is an influence of CAM p on students' critical thinking skills and students' mastery of concepts.

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“…Although the majority of faculty workload comes from effort in instruction, there is significant variability in how faculty workload is assigned. 2,3 This variability influences the quality of instruction and opportunities for faculty development and advancement. NP faculty workload also affects recruitment, retention, faculty burnout, and intent to leave.…”

mentioning

confidence: 99%

Moving Toward Equity and Transparency in NP Faculty Workload

et al. 2023

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Background: Nurse practitioner (NP) programs rely on a highly educated and experienced faculty to deliver the curriculum. Full-time NP faculty are expected to be doctorally prepared, with responsibilities for instruction, an active clinical practice, scholarship, and service. Problem: Although the majority of faculty workload comes from effort in instruction, there is significant variability in how faculty workload is assigned. Absent a national model, schools of nursing are challenged to develop workload models for NP faculty to allocate effort for the full scope of work that NP faculty are expected to perform to meet requirements for academic credentialing bodies, licensure, and academic promotion. Approach: This article examines current practices in NP workload allocation and explores ways to allocate effort to the domains of work integral to NP education. Conclusion: NP faculty workload models should align with academic promotion expectations to encourage equity and transparency.

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A model for graduate nursing faculty teaching workload

Cited by 10 publications

References 6 publications

Nursing Faculty Workload

Nursing Faculty Workload

Concept Attainment Model (CAM) in Empowering Critical Thinking Skills and Concepts Mastery for High School Students

Moving Toward Equity and Transparency in NP Faculty Workload

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