Work Factors of Importance to Adjunct Nursing Faculty

Abstract

Using these data, colleges of nursing may be able to identify adjunct work factors in that can be improved to increase adjunct faculty recruitment, satisfaction, and retention. [J Nurs Educ. 2016;55(5):245-251.].

Occupational Therapy Adjunct Faculty Self-Perceptions of Readiness to Teach

“…New adjunct faculty who want to improve their knowledge may have poor access to university resources, as these opportunities often are offered when the adjunct faculty are not available. This supports previous findings that nursing adjunct faculty often have full-time jobs and do not have the time or inclination to devote to teaching issues (Elder et al, 2016). Similar to the present study, Elder et al (2016) also found that adjunct faculty are not being oriented, evaluated, and given the resources that regular faculty receive.…”

“…Having a mentor in place was not only perceived as an indicator of readiness to teach but also as a needed support to transition successfully to academia from clinical practice. The need for mentoring described by the OT participants is consistent with the findings of previous allied health profession studies (Eaton et al, 2015;Falzarano & Zipp, 2012;Franz & Smith, 2013;Schoening, 2013). In fact, one of the participants in this study echoed one of Franz and Smith's (2013) participants when speaking of mentoring and having someone available to act as a guide and answer questions.…”

“…Australian occupational therapists describe the transition from clinician to full-time academician as stressful because of the expectation to learn multiple aspects of a new role, the different values and beliefs of academic environments, and the amount of time it takes to achieve success (Murray, Stanley, & Wright, 2014). Another study investigating faculty's perceptions of their experiences with support and work-life balance found that faculty mentoring was an important predictor for success (Eaton, Osgood, Cigrand, & Dunbar, 2015). While these studies focused on full-time faculty, many occupational therapists begin their transition to academia as adjunct faculty.…”

“…There have been, however, several studies in recent years related to the supports needed by nursing adjunct faculty to promote successful transition to academia (Brannagan & Oriol, 2014;Elder, Svoboda, Ryan, & Fitzgerald, 2016;Rice, 2016;Santisteban & Egues, 2014;Schaar, Titzer, & Beckham, 2015). It was found that new nursing adjunct faculty benefitted from intentional support from a mentor, specifically around acquisition of teaching-learning skills (Suplee, Gardner, & D'Emelia, 2014).…”

“…It was found that new nursing adjunct faculty benefitted from intentional support from a mentor, specifically around acquisition of teaching-learning skills (Suplee, Gardner, & D'Emelia, 2014). Nursing academic leaders have an opportunity and responsibility to create adjunct faculty support programs that recognize, develop, nurture, and retain adjunct faculty who are invested in the institution and are committed to providing a quality education (Elder et al, 2016). Similar studies have yet to be conducted with OT adjunct faculty.…”