THE ESTABLISHMENT OF CRITERIA FOR SELECTION, REAPPOINTMENT …

/13, /J~'

THE ESTABLISHMENT OF CRITERIA FOR SELECTION,

REAPPOINTMENT AND PROMOTION OF FACULTY

IN BACCALAUREATE SCHOOLS

OF NURSING

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF EDUCATION

By

Samuel T. Hughes, Jr., M.S.

Denton, Texas

May, 1976

1976

SAMUEL THOMAS HUGHES, Jr.

ALL RIGHTS RESERVED

Hughes, Jr., Samuel T., The Establishment of Criteria

for Selection, Reappointment and Promotion of Faculty in

Baccalaureate Schools of Nursing. Doctor of Education

(Higher Education), May, 1976, 114 pp., 11 tables, bib-

liography, 81 titles.

The purpose of this study was to produce functional

criteria that could be used for the initial selection, re-

appointment and promotion of faculty in baccalaureate

schools of nursing. The establishment of the criteria was

derived from a tentative criteria that was developed from

seventeen research questions.

Deans of baccalaureate schools of nursing were utilized

as evaluators of the tentative criteria. They were to judge

the tentative criteria as to whether or not the criteria was

realistic and feasible for present and future selections,

reappointments and promotion of faculty in baccalaureate

schools of nursing.

There were 100 administrators of baccalaureate schools

of nursing accredited by the National League for Nursing

utilized as the panel of experts in this study. The schools

of nursing were placed within the six regional accrediting

boundaries of higher education: New England, Middle States,

North Central, Southern, Northwest, and Western. A stratified

sample was used as the procedure for determining the sample

size in each of the six regions.

2

Survey forms were developed to obtain data for this

study. One survey form was developed to ascertain from the

tentative criteria those criteria that are currently being

utilized and should be (ideal) utilized in the initial

selection of faculty. A second survey form was developed

to ascertain from the tentative criteria those criteria that

are currently being utilized and should be (ideal) utilized

in the reappointment and promotion of nursing faculty. The

third survey form was developed to rate the importance of

the tentative criteria and provide a means to determine the

rank order of importance.

The review of nursing and related literature was conduct-

ed to focus on and to justify the tentative criteria. It was

presented under the following categories: faculty selection,

reappointment and promotion; academic preparation of nurse

faculty; nursing research; and continuing education in nursing.

The data indicated that a master's degree in a clinical

nursing specialty is the minimum academic preparation for

faculty in baccalaureate schools of nursing. There was a

strong indication from the data that a doctoral degree in

nursing will be the expected future academic preparation of

collegiate nursing faculty.

Continuing education, research, publication, and com-

munity service were given a high priority as criteria for

reappointment and promotion.

-4 *-- lb

3

The criterion regarding work experience during the

summer in a clinical practice setting is currently not given

consideration, if any, for reappointment and promotion. How-

ever, it was given more consideration as one of the criteria

that should be utilized in reappointment and promotion.

Preference for membership in -organizations was given to

the professional organization (American Nurses' Association)

and not to the National League for Nursing in the initial

selection, reappointment and promotion of faculty in bac-

calaureate schools of nursing.

There were very few schools, if any, who considered

good health and physical fitness status in the initial


calaureate schools of nursing. However, there was a thirty-

eight percent increase in the number of schools who felt that

good health and physical fitness status should be one of the

criteria for initial sleection, reappointment and promotion

of nursing faculty.

There were significant differences among the six regions

in their rating and rank order of importance of the tentative

criteria.

On the basis of the findings of this study there were

ten conclusions and five recommendations.

TABLE OF CONTENTS

PageLIST OF TABLES . . . . . . . . . . . . . . . . . . . . . v

Chapter

I. INTRODUCTION .................

Statement of the ProblemPurposeResearch QuestionsBackground and Significance of the StudyDefinition of TermsLimitationsAssumptionsOrganization

II. REVIEW OF THE LITERATURE ........... 13

Faculty Selection, Reappointment andPromotion

Academic Preparation of Nurse FacultyResearch in NursingContinuing Education

III. METHODS AND PROCEDURES . . . . . . . . . . . . 45

SubjectsDescription of the InstrumentProcedures for Collection of DataProcedures for Analysis of Data

IV. STATISTICAL ANALYSIS OF RESULTS . . . . . . . . 53

Research Question One - Doctoral PreparationResearch Question Two - Master's PreparationResearch Question Three - Completion of the

Doctoral DegreeResearch Question Four - Basic Professional

DegreeResearch Question Five - Prior Staff Nurse

ExperienceResearch Question Six - Clinical Practice

During Summer Intermission

iii

Page

Research Question Seven - Membership inProfessional Organizations

Research Question Eight - Participation inCommunity Organizations

Research Question Nine - Health and PhysicalFitness Status

Research Questiin Ten - Continuing EducationResearch Question Eleven - ResearchResearch Question Twelve - PublicationResearch Question Thirteen - Differences in

the Criteria for Initial Faculty SelectionResearch Question Fourteen - Differences in

the Criteria for Reappointment and Pro-motion of Faculty

Research Question Fifteen - Differences inRating the Tentative Criteria

Research Question Sixteen - Differences inthe Rank Order of Importance of theTentative Criteria

Research Question Seventeen - Differencesin What the Criteria Should Be for InitialAppointment, Reappointment and Promotionof Faculty

V. SUMMARY, RESULTS, INTERPRETATION, ANDRECOMMENDATIONS . . . . . . . . . . . . . . 80

APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . 96

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . 107

iv

LIST OF TABLES

Table Page

I. Number of States and Accredited BaccalaureateSchools of Nursing Represented in Each ofthe Six Regions of Higher Education . . . . . 46

II. The Percent and Number of Baccalaureate Schoolsof Nursing Represented in Each Reagion ofHigher Education .0.0.0.. . . .. .0. . .. . 49

III. Number of Responses From Each Region of HigherEducation Required for the Study . . . . . . . 50

IV. The Percent Response From Each Region of theTentative Criteria that is Currently Usedin the Initial Selection of Faculty inBaccalaureate Schools of Nursing . . . . . . . 55

V. The Percent Response From Each Region of theTentative Criteria that Should Be Used inthe Initial Selection of Faculty inBaccalaureate Schools of Nursing . . . . . . . 56

VI. The Percent Response From Each Region of theTentative Criteria that is Currently Usedin Reappointment and Promotion of Facultyin Baccalaureate Schools of Nursing . . . . . 58

VII. The Percent Response From Each Region of theTentative Criteria that Should Be Used inReappointment and Promotion of Faculty inBaccalaureate Schools of Nursing . . . . . . . 59

VIII. The Mean Rating of the Tentative Criteriaby the Six Regions . . . . . . .1.0. . . .. .71

IX. The Chi-Square Derived From Rating EachTentative Criteria by the Six Regions . . . . 72

X. The Rank Order of Importance of the TentativeCriteria by the Six Regions ..... .. .. 73

XI. The Mean Rank Order of Importance of theTentative Criteria for the Six Regions . . . . 74

V

CHAPTER I

INTRODUCTION

Nursing education over the past three decades has seen

many changes in content and teaching strategies. These

changes have created the need to prepare the teacher of nurs-

ing beyond the basic nursing educational program. This

identified need for graduate level education in nursing in

order to prepare teachers, supervisors and administrators

caused colleges and universities to establish graduate pro-

grams in their respective schools of nursing. In November

1956, the National League for Fursing identified forty-two

educational units in nursing which offered graduate programs

in nursing. (23, p. 87) Today there are sixty-seven master's

degree programs in nursing that are accredited by the National

League for Nursing. (22) At this time the National League for

Nursing does not accredit doctoral programs in nursing.

A recent survey by the National League for Nursing in-

dicated that baccalaureate and higher degree nursing programs

had a nurse-faculty increase of twenty-seven percent between

1972 and 1974, but there has been a forty-two percent rise in

student enrollments during the same period. The number of

faculty in baccalaureate and higher degree programs accredited

by the National League for Nursing totaled 6,193 and 851 in

non-accredited programs as of Janurary 1974. The survey

1

2

further indicated that of the three types of nursing programs

(diploma, associate degree and baccalaureate degree) prepar-

ing registered nurses for beginning staff level positions

there were 1,125 unfilled budgeted positions. (21) This

survey strongly indicates that a shortage of masters degree

nursing educators still exists.

The demand placed on nursing educators in the middle

1950's to pursue graduate education caused concern and re-

sulted in nursing educators obtaining a variety of masters

degrees in areas other than nursing. The acceptance of these

---other than nursing---graduate degrees for the preparation

of teachers for nursing demonstrated an apparent lack of

accountability among the educators, state boards of nursing,

and especially the administrators of the professional nursing

educational programs.

Professional nursing education according to the American

Nurses' Association "Position Paper on Nursing Education"

(1, p. 107) is a curriculum found in colleges and universities

leading to a baccalaureate degree in nursing. The academic

administrators of these professional nursing educational units

need to recognize the need for accountability of their pro-

fessional nursing programs in every aspect of administration.

The initial and major area of accountability for the educational

unit's success and effectiveness is in the selection of faculty

members. Therefore, additional data needs to be made avail-

able to administrators of nursing programs.

3

Statement of the Problem

The problem of this study was to establish a criteria

for the initial selection, reappointment, and promotion or

merit of faculty in a baccalaureate school of nursing.

Purpose

The purpose of this study was to produce functional

criteria utilizing deans of baccalaureate schools of nursing

as evaluators of the tentative criteria developed from the

research questions. They were to judge the tentative criteria

as to whether or not the criteria was realistic and feasible

for present and future initial selections, reappointments,

and promotion or merit of nursing faculty in baccalaureate

schools of nursing.

Research Questions

To carry out this study, the following research questions

were formulated and tested.

1. Is a doctoral degree in nursing or in any field of

study a requirement for a faculty appointment in a baccalaur-

eate school of nursing?

2. Is a master's degree in a clinical nursing specialty,

i.e., medical-surgical, maternal-infant, psychiatric, pedi-

atric, or community health nursing, a requirement for a

facutly appointment in a baccalaureate school of nursing?

3. Is the completion of a doctoral degree in nursing or

in any field of study within a five year period from initial

4

employment a requirement for reappointment and promotion or

merit in a baccalaureate school of nursing?

4. Is the basic professional nurse preparation,

bachelor's degree in nursing, a requirement for a faculty

appointment in a baccalaureate school of nursing?

5. Is the prospective candidate for appointment to a

faculty in a baccalaureate school of nursing required to have

two years of experience as a staff nurse in a clinical prac-

tice setting?

6. Is reappointment and promotion or merit dependent

upon working a minimum of six weeks in a clinical practice

setting during the three month summer intermission?

7. Is membership in the American Nurses' Association

and/or the National League for Nursing a requirement of

faculty for initial appointment, reappointment, and promotion

or merit in a baccalaureate school of nursing?

8. Is participation in a community organization(s) such

as church, city council, caner society, etc. a requirement

for reappointment and promotion or merit in a baccalaureate

school of nursing?

9. Is health and physical fitness status considered in

the initial appointment, reappointment, and promotion or

merit of faculty in baccalaureate schools of nursing?

10. Is continuing education in the field of instruction

or related areas a requirement for faculty reappointment and

promotion or merit in a baccalaureate school of nursing?

5

11. Is an evidence of an interest in research considered

in the initial appointment, reappointment, and promotion or


12. Is an evidence of an interest in publication con-

sidered in the initial appointment, reappointment, and pro-

motion or merit of faculty in baccalaureate schools of

nursing?

13. Is there any significant difference(s) among the

six regions in the requirements for an initial faculty

appointment in baccalaureate schools of nursing?


six regions in the requirements for faculty reappointment and

promotion or merit in baccalaureate schools of nursing?


six regions in rating the tentative criteria?


six regions in the rank order of importance of the tentative

criteria?


six regions as to what the criteria should be for initial

appointment, reappointment, and promotion or merit of faculty

in baccalaureate schools of nursing?

Background and Significance of the Study

When perusing the literature for review of materials

related to nursing faculty selection, reappointment, and

promotion or merit it was noted that resources were lacking

6

in number during 1968 to 1975, and the concentration of re-

lated materials were found to be from 1955 to 1966.

"Preparation for teaching at the baccalaureate level is

inadequate for the task of teaching today." This statement

was made by Carroll in 1962. (3, p. 86) Today the statement

still holds true with an added question, is the master's

degree in nursing adequate today for the task of teaching?

The literature and job advertisements continually cite

the need for teachers. However, there should be strong con-

sideration to discontinue citing the need for teachers as

a good reason for employing those who are not prepared.

(3, p. 86)

Too many times positions are filled with less than

competent teachers because "someone is better than nothing."

With this philosophy the past is perpetuated by providing

the nursing student with a less than desirable role model.

The result is that the student's interest is dulled and he/

she graduates from the program having used and developed only

a part of his/her potential. (3, p. 87)

The shortage of teachers does not give the nursing

school administrators the prerogative of employing teachers

who are inadequately prepared to teach nursing. The admin-

istrators must begin to recognize that "no one" is better

than "someone." (3, p. 87)

Denman (5) conducted a survey at the University of

Kentucky in the fall of 1966. Criteria for appointment and

promotion in the responding schools of nursing were placed

7

under the broad heading of teaching effectiveness, research,

university and community services, preparation, professional

activity, and personal characteristics.

Three schools of nursing indicated that they required

doctoral preparation for all tenured faculty beyond the

level of assistant professor. Two schools of nursing identi-

fied doctoral preparation as highly desirable, but indicated

that they did promote otherwise highly qualified persons who

had preparation and experience beyond the master's degree

without their having completed the doctorate. However, these

two schools indicated there is a need for the nursing pro-

fession to move as rapidly as possible to increase the pool

of available doctoral graduates. (5, p. 47)

The shortage of nurses will probably forestall for many

years any movement to require the doctorate for positions in

the practice of nursing. The time may come, however, when

the shortage is reduced. This could result in efforts to

"raise" the qualifications for positions of higher responsi-

bility. (6, p. 544)

Heidgerken cited in her article, "Meeting the Teacher

Shortage," that two things seem to be in order if we are to

meet the teacher shortage in nursing education. The most

obvious, according to Heidgerken, is to recruit more nurses

into programs that will prepare them for teaching. A less

obvious, and less widely practiced, approach is to make

better use of the teachers we now have, and improve the

8

working conditions and personnel policies for teachers. (13,

p. 514)

The most critical problem facing schools of nursing is

the recruitment and maintenance of well qualified faculty.

Faculty who will provide provocative teaching, exemplify

professional competence, and view nursing as a satisfying

and creative service. Faced with the shortage of qualified

applicants for faculty positions, many nursing education

administrators are compelled to accept reality, make the best

of the situation, and hope for change. However, the reality

is far too crucial, and the responsibility too great for

today's administrator to do nothing. (10, p. 28)

Definition of Terms

To carry out this study, the following terms were

defined.

1. Professional Nursing Education. An educational

program in a college or university leading to a baccalaureate

degree in nursing.

2. Professional School of Nursing. A school of nursing

that is located in a college or university that offers a nurs-

ing curriculum leading to a baccalaureate degree in nursing.

3. Dean/Director. The academic administrator of the

educational unit in nursing that is located in a college or

university.

9

Limitations

This study was limited to deans/directors of baccalaur-

eate schools of nursing that are currently accredited by the

National League for Nursing. (22)

Assumptions

It was assumed that the administrators of the baccalaur-

eate schools of nursing would (1) respond to the survey forms,

(2) respond honestly, (3) respond in present and future ex-

pectations regarding initial appointment, reappointment, and

promotion or merit, and (4) rate the tentative criteria

according to the scale provided.

Organization

This study is organized and presented in the following

manner: Chapter I introduces the study in regard to a state-

ment of the problem, the purpose, the research questions, a

review of nursing literature for the background and signifi-

cance of the study, definition of terms, limitations, and

assumptions. Chapter II presents a review of nursing and

related literature that focuses on and supports the tentative

criteria that was developed from the research questions.

Chapter III presents the methods and procedures for collecting

and analyzing the data obtained for this study. Chapter IV

presents the statistical analysis of the data. Chapter V

presents the summary, results, interpretation, conclusions,

and recommendations that were derived from the analysis of

the data obtained for this study.

CHAPTER BIBLIOGRAPHY

1. A.N.A. Committee on Education, "American Nurses' Associ-ation's First Position on Education for Nursing,"American Journal of Nursing, LXV (December, 1965),pp. T6-1iI

2. Bixler, R.W. and Genevieve K. Bixler, Administrationfor Nursign Education in a Period of Transition, NewYork, G. P. Putnam's Sons, 1954.

3. Carroll, Maura C., "Teacher Preparation Must Improve,"American Journal of Nursing, LXII (December, 1962),Pp. 86-88.

4. Cleino, Elizabeth, Profile of 94 Nurse Faculty Memberswith Doctoral Degrees," Nursing Outlook, XIII (October,1965), pp. 37-39.

5. Denman, Loretta M., "Faculty Titles, Appointments, andPromotions," Nursing Outlook, XV (October, 1967),pp. 46-47.

6. Elkins, Wilson H. and R. Louise McManus, "Doctoral Educa-tion in Nursing," Nursing Outlook, VIII (October, 1960),pp. 542-546.

7. Fox, David et al, "Characteristics of Basic NursingFaculty," Nursing Outlook, XII (December, 1964),pp. 40-43.

8. Fritz, Edna and Marion Murphy, "An Analysis of Positionson Nursing Education," Nursing Outlook, XIV (February,1966) , pp. 20-24.

9. Graham, Lois E., "Differential Characteristics of GraduateStudents Preparing for Teaching or Supervision in TwoClinical Specialties," Nursing Research, XVI (Spring,1967), pp. 182-184.

10. Harms, Mary T. and June T. Bailey, "Faculty Recruitment:Implications for Action," Nursing Outlook, XIII(October, 1965)., pp. 28-30.

11. Hassenplug, Lulu Wolf, "The Good Teacher," Nursing Outlook,XIII (October, 1965), pp. 24-27.

10

11

12. Hector, Winifred, "The Role and Preparation of theTeacher," Nursing Times, LXVIII (November 16, 1972)j,pp. 1460-1461.

13. Heidgerken, Loretta, "Meeting the Teacher Shortage,"Nursing Outlook, IV (September, 1956),, pp. 514-516.

14. Ingles, Thelma, "Understanding Instructors," NursinjOutlook, IV (December, 1956), pp. 692-693.

15. Lister, Doris Watford, "Summer Practice for NursingFaculty," Nursing Outlook, XV (April, 1976),pp. 69-70.

16. Maxwell, R. Maureen, "The preparation of Teachers ofNursing," Nursin Forum, VII (No. 4, 1968), pp. 365-374.

17. Meyer, Sister Mary Arthur, " Recruiting, Selecting, andRetaining Faculty," Nursing Outlook, X (August, 1962),pp. 511-513.

18. Millar, Robert C., "The Administrator's Role in a Schoolof Nursing," Nursing Outlook, VIII (September, 1960),pp. 490-492.

19. Montag, Mildred and Rozella M. Schlotfeldt, "Preparationof Nurses for Faculty Positions," Nursing Outlook, XV(January, 1967) , pp. 26-31.

20. National League for Nursing, "Preparation of NursingLeaders," Nursing Outlook, IV (September, 1956),pp. 517-521.

21. National League for Nursing, "Gains in Nursing FacultyRevealed in N.L.N. Survey," Nursing Outlook, XXIII(December, 1975), p. 734.

22. National League for Nursing Department of Baccalaureateand Higher Degree Programs, "Baccalaureate and Master'sDegree Programs Accredited by N.L.N. - 1975-76,"Nursing Outlook, XXIII (June, 1975), pp. 391-393.

23. National League for Nursing Division of Nursing Education,"Educational Resources for the Preparation of Nurses.Part 2. Preparation for Advanced Positions in Profes-sional Nursing," Nursing Outlook, VI (February, 1958),pp. 86-90.

12

24. Rogers, Martha E., "Doctoral Education in Nursing,"Nursing Forum, V (No.2, 1966), pp. 75-82.

25. Storlie, Frances J., "This I Believe---About Who ShallTeach," Nursing Outlook, XV (January, 1967) ; pp. 53-54.

CHAPTER II

REVIEW OF THE LITERATURE

Introduction

The review of nursing and related literature was con-

ducted to focus on and to justify the tentative criteria

that was developed from the research questions. The review

of literature is presented under the following categories:

faculty selection, reappointment, and promotion; academic

preparation of nurse faculty; nursing research; and con-

tinuing education in nursing.

Faculty Selection, Reappointment and Promotion

Administrators of baccalaureate schools of nursing

continue to face the problem of recruiting and maintaining

well-qualified faculty. Many administrators are plagued

not only by the question of where to find a qualified candi-

date, but also by the question of what characteristics to

seek in the effective teacher. (31, p. 28)

Administrators are still confronted with the fact that

a shortage of qualified applicants for faculty positions

continues to exist and the source of supply for faculty

qualified at the master's level is small. Statistics con-

tinue to demonstrate that nursing programs (diploma, associ-

ate degree, and baccalaureate) are all competing for faculty.

13

14

In the academic year 1963-64 there were 840 diploma programs,

130 associate degree programs, and 188 baccalaureate degree

programs. (31, p. 28) Today in the academic year 1975-76,

there are 379 diploma programs (56), 238 associate degree

programs (54), and 249 baccalaureate degree programs (55)

accredited by the National League for Nursing. This total

of N.L.N. accredited programs does not include the existing

non-accredited programs, all of which are competing for

qualified faculty.

In 1964 there were 1,243 vacant faculty positions (31)

and 1,125 vacant faculty positions in 1975 (52) for all three

types of nursing programs. This statistic on faculty vacan-

cies continues to indicate a shortage of qualified faculty.

The shortage of available faculty prepared at the graduate

level continues to make it difficult for administrators to

be selective in making initial faculty appointments. (31)

Meyer (47) indicates the educational administrators

generally use a series of screening devices as a means of

selecting the candidates who are best qualified. These

screening devices include the application form, written re-

commendations, the interview, telephone contacts, and writing

competencies. Individually, none of the screening devices

provides enough information, but taken together they present

a fairly comprehensive aggregate of an applicant's abilities

and potentialities.

15

Meyer (47) indicates the applicant should:

1. be a skilled practitioner and possess at least

potential teaching ability;

2. possess those qualities of mind and character basic

to a responsible life;

3. demonstrate knowledge of psychosocial concepts and

utilizes these concepts in nursing practice; and

4. possess a sense of humor.

After recruiting, screening and selecting faculty,

administrators face the task of retaining their staff.

Meyer (47) questions this task. How can this be done?

What factors influence faculty members to remain with an

institution and to continue to give their best efforts to it?

Meyer suggests that the administrator's personality, admin-

istrative climate of trust, conditions of work, and oppor-

tunities for professional growth are basic factors that in-

fluence faculty members in their decision to remain on a

faculty.

Fox (24) conducted a study of faculty in twenty-three

basic programs (5 baccalaureate and 18 diploma) to determine

faculty characteristics. The median age of faculty members

was about thirty-five. Over one-half were single; thirty-five

percent married; and the remaining six percent widowed or

divorced. Eighty-seven percent held a baccalaureate degree;

forty-four percent held a master's degree; two percent had a

doctorate; and the remaining thirteen percent did not have a

16

college degree. Of the 324 respondents, seventy-five percent

had worked as staff nurses; thirty-seven percent had been

head nurses; and seventy-nine percent had prior experience as

teachers.

Anderson (2) described specifications of an ideal faculty

member in order to answer the question, how are we going to

know what a good faculty prospect looks like? It was sug-

gested that these specifications would include:

..... an individual with the proper degrees fromaccredited schools. Quite possible, she wouldhave the doctor's degree, or alternately, shewould have a long list of publications or otheraccomplishments indicating that she has creativecapability. Furthermore, she should be youngenough to look forward to a long and fruitfulcareer in the university. Also, she should be anexcellent teacher, widely known for her teachingaccomplishments, and she should have had profes-sional experience for which she would be soughtafter as a consultant by industry and government.In short, this ideal faculty member meets all thequalifications of the typical university code fortenure and promotion. (2, p. 4)

Nahm (50) indicated that in addition to program objectives

and university policies, there are other factors that determine

the extent to which a particular school of nursing can attract

the faculty it desires. These include location and reputation

of the school, availability of candidates for positions, and

both the initial and potential salary. According to Nahm, the

ideal faculty to administer and teach in a large university

school of nursing would consist of:

17

1. Well prepared nurse clinicians, teachers, and re-

searchers, of which a sizable proportion would hold the doc-

toral degree and would have achieved recognition for their

competence in clinical practice, teaching, and research.

2. Nurses prepared at the doctoral level with special

competencies in functional areas of nursing and in curriculum

development.

3. A balance between older, more experienced faculty

and younger faculty.

Nahm (50) concluded that criteria for faculty selection

in larger universities should include

1. Teaching Competence

2. Research

3. Creative Activities

4. Community Service

"In my ideal school, I would select faculty who could

meet all four criteria" (50, p. 16).

Hassenplug (33) believes retention of faculty is con-

ditioned to a great extent by how they are oriented to their

role and function and how they feel about their assignment.

All new faculty, according to Hassenplug, must understand the

following:

1. The university and college setting

2. The nature of the school of nursing

3. The role of the faculty member in the program

4. The nature and demands of the teaching assignment

18

The dean should create an environment in which the

faculty member feels free to develop. Creative faculty must

have freedom to explore their ideas and test them in the

curriculum. There should also be provisions for communica-

tion between the faculty and the dean. The faculty needs to

know how they are progressing and the dean should provide

some form of recognition of their accomplishments. (33, pp.

12-13)

Hassenplug suggests that promotion of the faculty is

largely dependent upon the faculty member. Each faculty

member should be evaluated in terms of his or her record of

accomplishments in teaching, research, and university and

community services.

Hector (34) believes that the professional teacher of

today and tomorrow must not be content in teaching facts to

a passive audience in lecture form. The teacher must be pre-

pared to read some of the wealth of literature available; to

take advantage of the research conducted by others; and

initiate research.

The American Nurses' Association Standards for Nursing

Education (1) provide a means of monitoring the quality of

programs as well as supporting innovation and testing new

roles in nursing. The nursing profession is accountable to

society for maintaining the standards of educational programs

in which nursing personnel are prepared. The following

"Faculty Standards for Programs Leading to Baccalaureate

19

Degrees" should be considered in the selection, reappointment

and promotion of faculty:

1. Faculty have completed graduate (specialty) prepara-

tion in those fields in which they have responsibility for

teaching and research. Some faculty hold doctoral degrees.

A high proportion of faculty are nurse specialists. Some

faculty are recognized, productive investigators.

2. Faculty are engaged in the practice of their respec-

tive specialties and in activities which improve their com-

petence and intellectual growth.

3. A high proportion of faculty consistently contribute

to professional and scientific literature.

4. Faculty participate in professional activities and

community endeavors which affect health care.

5. Faculty collaborate with faculty in nursing, in other

health disciplines, in institutions at large and with nursing

service personnel.

6. Faculty are engaged collaboratively in the design,

implementation, and evaluation of innovative approaches to

the delivery of health and sickness care services.

7. Faculty are engaged collaboratively in the design,

implementation, and evaluation of curriculum.

8. Faculty plan, implement, and evaluate innovative

approaches in the teaching of students.

9. Faculty are committed to the concept of a profession-

al career and subscribe to the code of ethics of the profes-

sion.

- w - MUNNOWNWIN -. 000" -m-, I - 11 ' I -

20

10. Faculty utilize multiple means for the evaluation of

their continual growth as faculty members, i.e., self-evalu-

ation, peer evaluation, student evaluation.

11. The corporate faculty represent a balance between

experienced and new academicians and exemplify a balance

between stability and change.

12. All faculty, including administrative appointees,

hold academic rank and engage in scholarly work.

13. The corporate faculty reflect the sex, racial,

cultural, religious, and ethnic groups comprising society.

14. Faculty are responsive to the identified needs of

individual students and are accountable for providing appro-

priate learning opportunities for them in consonance with

program goals.

15. Faculty participate in college or university

governance to maintain or to develop an academic environment

that supports learning, teaching, research, and community

service.

Lister (40) encourages faculty to seek summer employment

in nursing practice. Lister indicated summer practice for

nursing faculty is one way of improving understanding and

communication between nursing educators and nursing service

practitioners. Summer practice also provides enriching

faculty experiences from which most teaching necessarily

springs and thus improving student learning opportunities

and most important, it provides a means of improving patient

care services.

21

Another aspect to consider in the selection, reappoint-

ment and promotion of faculty is their health status (physical

and emotional). This is an aspect of the admission require-

ments of students who enter nursing programs and is usually

considered of primary importance. Beyerl (6) indicated that

the health examination can be classified as a basic selection

varible. The nurse must be free of all physical defects that

might jeopardize the health and well-being of patients. An

applicant who is unable to obtain a health clearance, accord-

ing to Beyerl, should be assisted in choosing another vocation.

Reviewing five current university Bulletins (9, 10, 11,

12, 13) demonstrated that baccalaureate nursing programs are

consistent in requiring a physical examination, chest x-ray,

and specific immunizations before the students enter the

clinical nursing major. The question here in regard to

physical health status is that, should not faculty be required

to validate their physical health status before supervising

students in a clinical practice setting?

"Teachers hold tremendous authority to act upon the

basis of their personal values and attitudes with a captive

audience less mature than themselves" (7, p. 268). Brodbelt

(7) feels because of this it is essential that only mentally

healthy persons be allowed in the classroom as teachers. The

mentally healthy teacher is able to create an atmosphere that

is built upon security and respect for students as human beings.

Therefore, Brodbelt indicates the psychological perspective

22

of the teacher becomes a critical factor in the classroom

environment.

In the article "Physical Fitness--A Key to Emotional

Health," Stubbert (71) pointed out that behavioral disturb-

ances lead to deterioration of physical fitness, which, in

turn, adds even further to emotional dysfunction. "The human

organism requires physical exercise for healthy development"

(71, p. 33). Stubbert indicated that their psychophysiologic

rehabilitation program has shown that it can bring about

positive changes in behavior in patients who have emotional

disorders.

Bakalian. (3) indicated that physical unfitness prevails

in the population as a whole and particularly in the business

community---both male and female. Modern technology, accord-

ing to Bakalian, has in no way decreased the postural problems

of man and the trend is toward less and less physical activity

resulting in more obesity.. Bakalian questions whether or not

bodies burdened with physical and structural problems can work

and produce at peak performance levels without breaking down.

Bakalian advocates physical fitness programs that would help

alleviate much of the tensions encountered on the job which

are compounded by poor body movement and faulty alignment.

In a study conducted by Sevier (67), "Physical Fitness

and the Integrated Personality," there was evidence that

physical fitness through sports, conditioning exercises,

jogging, and related activities makes a positive contribution

W v 18,91, 1 -1-- 11 --- , -. 1 - --.-

23

to the development of the integrated or self-actualized

personality; and the contribution of things physical is in

keeping with the idea of balance between the affective,

cognitive, and psychomotor domains of the individual.

Watson (79, p. 49) states:

Another personal goal I have is to becomethe best example that I can be. I don'tthink you can teach by precept what youdo not teach by example. You cannot motivateothers if you are lazy yourself. You cannotteach fitness if you are not fit. You cannotteach girls that athletic interest and femi-ninity are compatible if you give no attentionto your own femininity., You cannot teach fairplay if you are unjust or transmit the joy ofdoing if you do not enjoy doing.

Groves (29) indicated that most college and university

faculty range in age from twenty-five to sixty-five, the age

range of vulnerability to premature heart disease in the

United States. "Why do highly intelligent men and women

neglect their physical fitness?" Groves feels that for those

who put off getting back in shape until it is more convenient,

the task soon appears impossible and the damage irreparable.

Faculty members are usually ambitious peopleset on getting to the top. They are alwayslooking upward until one day they look downand are shocked at what they see--- a large

protruding abdomen, flabby arms and legs,double or triple chins, and a backsidebroadened beyond recognition by years ofsitting. (29, p. 76)

24

Page (59) indicates that those who hire personnel are

not getting enough useful information about job applicants.

Data gathered from vitae, transcripts, letters of recommend-

ation, and personal interviews are often inadequate because

these devices frequently ignore what should be the most

important item--- evidence concerning the applicant's actual

performance of job-related tasks. Therefore, "more time and

effort must go into screening and hiring procedures" (18,

p. 44).

The effective teacher is a role model for continuing

learning and for expert professional nursing care. (31, p. 30)

Therefore, to a great extent the quality of faculty deter-

mines the quality of the entire educational program, and no

school is greater than its faculty (23, p. 432).

Harms and Bailey (31, p. 30) stated:

The effective teacher has sufficient masteryof her area of teaching and its relation to otherdisciplines to permit her to explore new combi-nations of ideas and their application, experimentwith new ways of giving care and new methods ofteaching, and break with conformity when indicated.

The effective teacher, according to Harms and Bailey,

permits students the same freedoms, especially freedom of

imagination and the opportunity to test out their ideas.

The effective teacher should transmit to students the ex-

citement of learning and view learning as a personal ex-

perience. The effective teacher is "cognizant of the know-

ledge, skills, and competencies that students bring to

nursing " (31, p. 30) .

25

Academic Preparation of Nurse Faculty

Fritz and Murphy (25) in their analysis of the American

Nurses' Association Position on Nursing Education, indicated

that enrollments cannot be increased and instructional pro-

grams will not be improved now or in the future unless there

is an increase in the supply of suitable prepared nurse

faculty. This would require efforts to expand enrollments

in masters and doctoral programs. Universities offering

graduate programs must be encouraged to increase their enroll-

ments and recruit potential faculty members qualified for

graduate level instruction and research. There should be a

plan available to faculty members who require additional

educational preparation to qualify them for the changing

faculty responsibilities in nursing education. There should

be continuous efforts made to identify undergraduate nursing

students and employed nurses who have potential for teaching

and counsel them on the career opportunities and satisfactions

in teaching.

Schlotfeldt (66, p. 26) stated, "The greatest barrier to

preparing an adequate number of nurse practitioners is the

paucity of qualified nurse faculty. Although nursing has long

tolerated having many of its practitioners taught by faculty

not qualified for their positions, continuation of this situ-

ation is untenable." Therefore, administrators of educational

programs in nursing should strive to employ only faculty who

are competent to prepare practitioners for the future. The

26

nursing profession should be held accountable for determining

what is appropriate preparation for all of its practitioners

and what is appropriate preparation for faculty.

Pellegrino (60, p. 1007) states, "The first step in

graduate education should be the cultivation of master's

degree programs in the clinical specialities, not in nursing

education or administration." Nurses with advanced clinical

education, according to Pellegrino, will become faculty members

for the new proliferating associate and baccalaureate degree

programs.

Tschudin (73) projected in 1964 that future nurse faculty

members of university schools of nursing will be prepared at

the doctoral or postdoctoral level for teaching and for re-

search in a clinical specialty. Some will have doctoral

preparation in nursing, but many, according to Tschudin, will

be prepared in various social or natural science fields.

In a study conducted by Cleino (15) to determine a pro-

file of 94 faculty members with doctoral degrees, there were

sixty-three Doctor of Education degrees; thirty Doctor of

Philosophy degrees; and oneDoctor of Science degree. Eighty-

one of the ninety-four had majored in professional education

or in nursing; three had majored in nursing; and the remaining

ten in five other fields of study. Placed in another group-

ing of the major fields of study, thirty-eight had majored in

some phase of nursing; forty-six in education; and ten in other

fields of study. Twenty-seven different institutions granted

these degrees.

27

Tschudin (74) described the nurse scientist training

program at the University of Washington which is illustra-

tive of a doctoral program in a related field with a minor

in nursing. The purposes of the program are to prepare

nurses as scholars who will

1. engage in independent research;

2. collaborate in joint research with members of allied

disciplines;

3. be able to contribute to the accumulation, formaliz-

ation, and advancement of nursing knowledge; and

4. be able to influence and guide future developments

in nursing.

A doctoral degree in another discipline with a minor in

nursing possesses, according to Tschudin, the following values:

1. This type of program requires the same rigorous train-

ing in disciplined, critical thinking and the same breadth and

depth of knowledge in the science field.

2. It provides depth of preparation in a science area

basic to nursing and from which nursing can draw selected

concepts for testing or further delineation.

3. As more faculty members are prepared in these doctoral

programs, they will begin to work collaboratively across their

different specialty areas to relate, synthesize, and organize

selected concepts and principles form these disciplines as

they are seen to be relevant to nursing.

28

4. The doctoral minor in nursing serves to keep the

student in touch with developments in nursing and helps to

maintain an identification with nursing.

5. The cross-discipline seminars provide a dimension of

breadth in the student's preparation.

6. Nurse-scholars having doctoral preparation in another

discipline will be able to hold joint appointments in their

basic science department and in the school of nursing.

Rogers (63, p. 75) stated, "There is a grave need for

Ph.D. programs with a major in nursing in which the scholars,

the researchers, the university teachers in nursing are pre-

pared." Rogers commented that Bernard Berelson, Graduate

Education in the United States, pointed out that "the master's

degree cannot be recovered as the acceptable degree for

college teaching." Therefore, nurses whose goal is to teach

in baccalaureate or higher degree programs in nursing, accord-

ing to Rogers, must recognize that the future will require

this level of preparation.

Schlotfeldt (66) does not support the development of

Ph.D. programs in nursing and feels pursuit of doctoral study

in the basic educational disciplines holds far more promise

of sound preparation for nurse scholars.

Peplau (61) indicated that doctoral education is

absolutely demanded of faculty members and feels that faculty

should pursue their own clinical research and be models for

the intellectual stimulation of their students.

29

Abdellah (51) indicated that if nurses are to fulfill

their professional roles as nurse researchers and scholars,

doctoral training is essential for at least one percent of

the active nurse population. This goal, according to

Abdellah, is a very difficult one to achieve.

Hadley (51) expressed that nursing has not come to

grips with what constitutes knowledge or nursing science at

the baccalaureate and master's level of education. Hadley

finds it difficult to understand how anyone can "logically"

talk about any doctoral (Ph.D or D.N.Sc.) program in nursing.

Hadley further believes that nursing has the potential to

develop its own concepts and theories, but will never become

a "pure" discipline in the sense that physics and chemistry

are.

In the American Journal of Nursing (December, 1975)

"News," the New York State Nurses Association recommends

legistation to require a bachelor's degree as the minimal

requirement for professional nurse licensure. On the other

hand, Newman (58) proposes that the minimal entrance re-

quirement for the nursing professional should be the pro-

fessional doctorate (D.N.). Newman (58, p. 705) states,

"Adoption of a professional degree similar to that awarded

in the other major health professions will be a step toward

assuring an appropriate educational base for the practitioner

and claiming for nursing the recognition and status needed

for the task." Newman indicates, however, that the Doctor of

30

Nursing (professional degree) should not be confused with

the academic doctorate. The academic doctorate should be the

minimal requirement for a nurse in teaching and/or research.

"The granting of a doctoral degree in nursing should

constitute only the beginning of the research for knowledge

which continues throughout a professional career" (51, p. 38).

Advertisement for faculty positions in nursing journals

have indicated the expected academic preparation for nursing

faculty. The following "wanted" ads clearly point out the

expected academic preparation:

Year, 1956

INSTRUCTORS- In medical-surgical, public health,and psychiatric nursing. University school, NLNfully accredited, master's degree preferable.Ten month salary 4,600 to 5,000, dependent uponqualifications, annual increases. Excellentopportunity for nurses desiring superviseduniversity teaching experience. Box 3-MW,Nursing Outlook, 2 Park Avenue, New York 16.(78, p. 190)

Year, 1962

FACULTY APPOINTMENTS- Open for September 1962in public health nursing and maternal and childhealth nursing, in women's college offering aB.S. degree with a major in nursing. M.S.degree with appropriate clinical specializationplus a minimum of one year nursing experiencerequired. ...Salary and academic rank are com-mensurate with education and experience. ApplyDorothy Jean Dobrushin, Division of Nursing,Villa Maria College, 2551 W. Lake Road, Erie,PA. (77, p. 278)

Year, 1969

FACULTY- New collegiate program. Master's degreerequired. Experience in college teaching desir-able. Salary commensurate with qualifications.Apply Dean, College of Nursing, The University ofAkron, Akron, Ohio 44304 (76, p. 75)

31

Year, 1976

NURSING FACULTY- The school of nursing, locatedin a major university health science complex,is seeking qualified faculty applicants in allclinical areas. Master's degree in nursing re-quired; preference will be given to applicantswith a doctoral degree. Please send resume to:Dean, School of Nursing, University of California,10833 Le Conte Ave., Los Angeles, CA 90024. Anequal opportunity employer. (75, p. 124)

Research in Nursing

Nursing administrators are in a position to either pro-

mote or inhibit research efforts of faculty. Wax (80) noted

that an interest in nursing research cannot be fostered in

undergraduate programs unless the faculties teaching in

these programs have a positive attitude toward research which

should motivate students to not only acquire research skills

but also initiate, develop, and direct research activities.

Mereness (46, p. 78) stated, "... efforts to develop

research nurses are still clouded by the traditional concept

of the nurse." Nursing as a learned profession should

develop methods to identify potential nurse researchers early

in their nursing careers and encourage them to become research

workers.

Role models, according to Mereness (46), are as important

in research as in other occupations where young practitioners

receive an initial orientation to a work role. The lack of

research by nurse-faculty members is one of the profession's

most serious deficiencies. Other professions rely heavily

32

upon faculty research projects to provide inspiration,

motivation, and role models for beginning research workers.

Therefore, according to Mereness, there is a need for faculty

members who are engaged in research and can be role models

for students in baccalaureate schools-of nursing. Mereness

indicates that all nurses cannot be research workers. But

all nurses should support the research activities of their

colleagues and provide the climate where research may flourish.

McManus (44) questioned, What is the place of nursing

research--yesterday, today, and tomorrow? McManus cited from

a paper presented by Robert K. Merton that "a profession is

committed to the task of enlarging the body of knowledge that

it applies to the problems and troubles with which it deals.

The silent revolutions in all professions have come about as

the result primarily of knowledge enlarged through research."

(44, p. 76)

Research in nursing dates back to 1856 when Miss Florence

Nightingale wrote Notes on Matters Affecting the Health,

Efficiency and Hospital Administration of the British A

(44, p. 77)

The lack of research and publication are the usual

barriers to promotion for many nurse faculty members. Denman

(21, p. 47) listed the following statements that were made on

the questionnaires used in a study to review titles, appoint-

ments and promotion policies of the faculties of the health

professions in the university

33

Promotions are dependent on evidence ofparticipation in research or on contributionsto professional literature; they are also de-pendent on leadership or active participationin professional organizations or in thosecommunity activities which lend prestige tothe university or college.

Substantial success in research. Award offellowship for study or research. Publi-cation of research findings continued overthe years.

Research and writing completed or in progress.Competence to advise in research.

In granting promotions, the university rewardscompetence in teaching, as well as in researchand writing.

Hochbaum (36) suggests that if the nursing profession is

to provide a truly sound scientific basis for itself and its

activities, nurses engaging in research or administering

research will have to recognize and appreciate more fully the

difficulties and complexities of research. Nursing will have

to rely on other specialists outside the profession or provide

more intensive training for nurses with ability and interest

in research.

Continuing Education

One of the major issues today in nursing is continuing

education with the question of it being voluntary or manda-

tory for the renewal of license to practice professional

nursing.

Lewis (39, p. 499) stated, "Continuing education is the

slogan of the day for every nurse." It would be very difficult

to deny the concept of continuing education and to argue

34

against the idea that nurses, like other professionals, need

to keep their knowledge and skills up to date for competent

practice.

Cooper (16) pointed out that continuing education is a

necessity for effective professional practice and that it

should encompass all those learning activities that occur

after an individual has completed his basic education, i.e.,

credit and non-credit activities, formal and informal ed-

ucation, planned and incidental learning, and self-directed

study.

Cooper (16) indicated that the most significant role of

the teacher in both higher and continuing education is to help

the student learn without a teacher. Faculty members must not

make students to dependent upon the teacher for the "right"

answers; in continuing education this is disastrous, for the

learners must return to his real world and make decisions and

solve problems.

Compulsory continuing education is not really a new idea

and has closely been identified with education required of

teachers for maintaining their certificates for teaching and

for salary increments. (16, p. 582)

Nurse educators, according to Cooper, must themselves

be more effective role models as learners. The idea of faculty

members as continuing learners is reinforced when students see

them at work in the same library used by nursing students.

(16, p. 581)

35

McGriff (43, p. 713) stated, "The most apparent argument

against a voluntary system for continuing education in nursing

is the present dilemma in nursing practice. The majority of

nurses have not recognized that education for nursing is a

continuous process, and that no basic program can possibly

prepare them for a life-time of practice."

McGriff (43) concludes the article by saying, "Nursing

must move forward without delay in supporting the principle

of mandatory continuing education in nursing. This is

essential to assure society of the profession's commitment

to improving the quality of health care. The time is long

overdue for creative administrators, teachers, and others

to direct their efforts toward the fulfillment of this

obligation."

Stevens (69) examined the following objectives in making

continuing education mandatory:

1. Mandatory continuing education is a means for assuring

professional practice.

2. Mandatory continuing education will make provisions

for needed learning opportunities for nurses.

3. Mandatory continuing education is needed to protect

the consumer of nursing service.

Stevens (69) commented that to "force feed" the nurse

does nothing to cure the inappropriate attitude and role

model failure. Stevens advocates that the best approach to

the problem would be to develop a system of peer censure and

36

to develop mechanisms whereby nursing departments refuse to

retain unprofessional nurses.

McGriff (42) made the following statements on con-

tinuing education which support mandatory continuing edu-

cation in nursing:

1. Continuing education in nursing must be viewed as

an integral part of all nursing education.

2. Continuing education must be designed to provide

both quality and quantity in health care.

3. Practitioners of nursing must support and participate

in continuing education as a tangible way in order to be

accountable to the public they serve and for nursing to

continue as an essential social service.

Hassenplug (32, p. 26) states, "Continuing study and

effort are necessary to keep up with the expanding inform-

ation in the field." Faculty should delete outmoded and

obsolete materials, develop new materials, and then help

students learn how to use them to increase their knowledge

and improve their practice.

"Each time a teacher sets a- new intellectual goal and

consistently strives to meet that goal, he enhances his

preparation for teaching and keeps the content alive and

revised" (32, p. 26).

37

Summary

The review of nursing and related literature supports

the tentative criteria. The literature strongly indicated

a need for graduate preparation at the master's degree level

in a clinical nursing specialty as minimal preparation for

teachers of nursing. There was an indication that doctoral

preparation was a future expectation of faculty in baccalaur-

eate schools of nursing. The American Nurses' Association

Standards for Nursing Education, "Faculty Standards for

Programs Leading to Baccalaureate Degrees," supports the

criteria that relates to graduate education, both master and

doctoral levels; research; publication; active practice in

nursing specialty; professional activities; and community

endeavors. Summer practice in nursing was further supported

by Lister (40) . There was evidence in the literature to

support the need for good health and physical fitness, con-

tinuing education, and prior nursing experience for teachers

of nursing.


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38

39

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40

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41

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42

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55. National League for Nursing Department of Baccalaureateand Higher Degree Programs, "Baccalaureate and Master'sDegree Programs Accredited by N.L.N.- 1975-76,"Nurs Outlook, XXIII (June, 1975), pp. 391-393.

56. National League for Nursing Department of DiplomaPrograms, "Diploma Programs in Nursing Accreditedby N.L.N.- 1975-76," Nursing Outlook, XXIII (August,1975), pp. 521-523.

57. National League for Nursing Division of Nursing Educa-tion, "Educational Resources for the Preparation ofNurses. Part 2. Preparation for Advanced Positions inProfessional Nursing," Nursing Outlook, VI (February,1958), pp. 86-90.

58. Newman, Margaret A., "The Professional Doctorate inNursing: A Position Paper," Nursing Outlook, XXIII(November, 1975), pp. 704-706.

59. Page, Eric N., "On Hiring Counselors: A Vita Speaks ItsMind," Personnel and Guidance Journal, LII (March,1974), pp. 7T-7T77.

60. Pellegrino, Edmund D., "Rationale for Nursing Educationin the University," American Journal of Nursing, LXVIII(May, 1968), pp. 1009-1609.

61. Peplau, Hildegard E., "Nursing's Two Routes to DoctoralDegrees," Nursing Forum, V (No. 2, 1966), pp. 57-67.

62. Price, Alice W., "The Nurse As A Teacher," NursingOutlook, VII (February, 1959), pp. 98-99.

63. Rogers, Martha E., "Doctoral Education in Nursing,"Nursing Forum, V (No. 2, 1966), pp. 75-82.

43

64. Sandberg, Bruce L., "Screening Prospective Social StudiesTeachers," Phi Delta Kappan, LIII (February, 1972),p. 384.

65. Schaefer, Marguerite J., "Faculty Recruitment, Develop-ment, and Utilization," The Shifting Scene-Structurefor Strength, New York, National League for Nursing,1~W18, pp. 19-20.

66. Schlotfeldt, Rozella M., "Doctoral Study in BasicDisciplines--A Choice for Nurses," Nursing Forum,V (No. 2, 1966), pp. 68-73.

67. Sevier, Vernon A., "Physical Fitness and the IntegratedPersonality,* Journal of Physical Education, LXXII(May/June, 1974), pp. T15-152.

68. Smith, Kathryn M., "The New Tomorrow in Nursing,"Nurs Outlook, VIII (October, 1960), pp. 547-549.

69. Stevens, Barbara J., "Mandatory Continuing Educationfor Professional Nurse Relicensure. What are theIssues?" Journal of Nursin Administration, III(September/October, 1973)pp. 25-28.

70. Storlie, Frances J., "This I Believe...About Who ShallTeach," Nursing Outlook, XV (January, 1967), pp. 53-54.

71. Stubbert, Jayne et al, "Physical Fitness-A Key toEmotional Health," R.N., XXXVIII (August, 1975),pp. 30-33.

72. "The Excellent Teacher," (editorial) Nursing Outlook,XVII (May, 1969)., p. 35.

73. Tschudin, Mary S., "Educational Preparation Needed bythe Nurse in the Future," Nursing Outlook, XII(April, 1964), pp. 32-35.

74. , "Doctoral Preparation in Other Dis-ciplines with a Minor in Nursing," Nursing Forum,V (No. 2, 1966), pp. 50-56.

75. "Wanted" (Advertisement) , NursingOutlook, XXIV(February, 1976), p. 124.

76. "Wanted" (Advertisement), Nursing Outlook, XVII(March, 1969), p. 75.

77. "Wanted" (Advertisement), Nursing Outlook, X (April,1962), p. 278.

44

78. "Wanted" (Advertisement), Nursing Outlook, IV(March, 1956), p. 190.

79. Watson, Janet Z., "The Purpose of Purposeful Teaching,"Journal of Physical Education and Recreation, XLVI(June, 1975), p.49.

80. Wax, Joyce, "Attitudes of Nursing Students TowardResearch," Nursing Outlook, XIV (April, 1966),pp. 70-72.

81. Weigel, Bill, "Bringing Physical Fitness to Business,"Journal of Ph sical Education, LXXII (July/August,973Tmpp. 172-13; 177.

45

CHATPER III

METHODS AND PROCEDURES

This study was conducted to establish a criteria for

initial appointment, reappointment, and promotion or merit

of faculty in baccalaureate schools of nursing. The tenta-

tive criteria was developed from the research questions and

tested by using a jury of experts.

Subjects


of nursing accredited by the National League for Nursing

utilized as the panel of experts (jury) in this study. The

schools of nursing were placed within the six regional

accrediting boundaries of higher education. Table I indicates

the number of states and the number of accredited baccalaur-

eate schools of nursing in each of the six regions. There

were no baccalaureate schools of nursing accredited by the

National League for Nursing in the State of Alaska.

46

TABLE I

NUMBER OF STATES AND ACCREDITED BACCALAUREATESCHOOLS OF NURSING REPRESENTED IN EACH OF

THE SIX REGIONS OF HIGHER EDUCATION

Region Number of States Number of Schools

New England 6 21

Middle States 5 54Puerto RicoDistrict ofColumbia

North Central 19 84

Southern 11 59

Northwest 7 13

Western 2 18

Description of the Instrument

The tentative criteria (See Appendix A) was developed to

test the research questions of this study. The criteria re-

presented the following broad categories for the initial


in baccalaureate schools of nursing:

1. Academic Qualifications

2. Work Experience

3. Professional and Community Organizations

4. Health and Physical Fitness Status

47

5. Continuing Education

6. Research and Publication

There were three survey forms developed to provide a

means for acquiring data and to answer the research questions.

The first survey form (See Appendix C) was developed to

provide data for the following questions:

1. Which of the following criteria are currently being

utilized for initial appointment of faculty in baccalaureate

schools of nursing, and

2. Which of the following criteria should be utilized

for initial appointment of faculty in baccalaureate schools

of nursing.

The second survey form (See Appendix D) was developed

to provide data for the following questions:

1. Which of the following criteria are currently being

utilized for reappointment and promotion or merit of faculty

in baccalaureate schools of nursing, and

2. Which of the following criteria should be utilized

for reappointment and promotion or merit of faculty in

baccalaureate schools of nursing.

The third survey form (See Appendix E) was developed

for the purpose of rating the criteria according to the

following scale (4, p. 44):

1 - Of ABSOLUTELY Top Importance

2 - Of GREAT Importance

48

3 - Of MEDIUM Importance

4 - Of LITTLE Importance

5 - Of NO Importance

The third survey form also provided the rank order of im-

portance of the criteria.

Procedures for Collection of Data

A stratified sample (3, p. 122) of the baccalaureate

schools of nursing accredited by the National League for

Nursing was used as the procedure for determining the sample

size in each of the six regions. There were 249 N.L.N.

accredited baccalaureate schools of nursing in the six

regions of higher education. Table II indicates the number

of schools of nursing and the percentage of representation

in the six regions of higher education.

Wip - I'l- 19-10 e - ''. I

49

TABLE II

THE PERCENT AND NUMBER OF BACCALAUREATESCHOOLS OF NURSING REPRESENTED INEACH REGION OF HIGHER EDUCATION

Region Number of Schools Percent

New England 21 8.43

Middle States 54 21.69

North Central 84 33.73

Southern 59 23.70

Northwest 13 5.22

Western 18 7.23

Knowledge of the total number of baccalaureate schools

of nursing accredited by the National League for Nursing, the

percentage of representation in each of the six regions of

higher education, and the required number (N=100) for the

survey sample determined the number of responses required

from each region. Table III indicates the number of re-

sponses from each region that were used as the basis for

this study.

.4-4016 momwa-, "wail awmilwaWNWAM- 11,

50

TABLE III

NUMBER OF RESPONSES FROM EACH REGIONOF HIGHER EDUCATION REQUIRED

FOR THE STUDY

Region Required Responses

New England 8

Middle States 22

North Central 34

Southern 24

Northwest 5

Western 7

After the sample was selected the following procedure

was initiated:

1. The three survey forms and cover letter (See Appendix

B) were composed and printed.

2. The survey forms were coded according to school and

region.

3. The cover letter, survey forms and self-addressed

stamped return envelope were mailed to 184 administrators

of baccalaureate schools of nursing accredited by the

National League for Nursing.

51

4. The returned survey forms were filed according to

their respective region. No follow up was required for ob-

taining additional responses because the required responses

were received from the initial mailing.

Procedures for Analysis of Data

After the collection of the required responses from

each region was complete, the data was tabulated according

to percent response in each region. The data was then

analyzed to answer the seventeen research questions. Re-

search questions one through twelve were analyzed according

to a percent response and mean percent response in each

region to the criteria. The research questions numbered

thirteen, fourteen, fifteen, sixteen, and seventeen were

analyzed by the use of the chi-square. (7, p. 192) Each

research question, thirteen through seventeen, was tested

in the null form at the .05 level of significance. Chapter

IV presents the results of the analysis of the data.


1. Babbie, Earl R., Surv Research Methods, California,Wadsworth PublishigxCo.7T172.

2. Berdie, Douglas R. and John F. Anderson, Questionnaires:Designand Use, New Jersey, Scarecrow Press, Inc.,

3. Ferguson, George A., Statistical Analysis in Psjcholoand Education, 3rd edition, New York,.McGraw-HillBiokCompany, 1971.

4. Gross, Edward and Paul V. Gambsch, Changes in UniveryOrganization 1964-71, Carnegie Commssionon HigherEducation, St. Louis, McGraw-Hill Book Company, 1974.

5. National League for Nursing Department of Baccalaureateand Higher Degree Programs, "Baccalaureate and Master'sDegree Programs Accredited by N.L.N. - 1975-76,"Nursing Outlook, XXIII (June, 1975), pp. 391-393.

6. Roscoe, John T., Fundamental Research Statistics, NewYork, Holt, RinEart and Winston, Inc., 19697

52

53

CHAPTER IV

STATISTICAL ANALYSIS OF RESULTS

Introduction

The purpose of this chapter is to present and describe

the statistical results obtained for this study. The data

analyzed were the responses made on the three survey forms

to the criteria that was developed from the research questions.

Research questions, one through twelve, were analyzed accord-

ing to a percent response in each region to the criteria.

Research questions, thirteen through seventeen, were analyzed

by the use of the chi-square. A level of .05 was required

for significance. The results are presented in the following

format: that which is currently used and that which should be

(ideal) considered for faculty selection, reappointment, and

promotion or merit in baccalaureate schools of nursing.

Results

Research Question 1

Is a doctoral degree in nursing or in any field of study

a requirement for a faculty appointment in a baccalaureate

school of nursing?

54

The criteria related to this research question are:

Criterion 1. Doctoral degree with a majorin nursing.

Criterion 2. Doctoral degree with a majorin any field of study.

Table IV indicates that regions II, III, and VI consider

the requirement of a doctoral degree with a major in nursing;

and regions I, II, III, and IV consider the requirement of a

doctoral degree with a major in any field of study for the

initial appointment of faculty in a baccalaureate school of

nursing. The mean percent for Criterion 1 is 5.83; and

Criterion 2 is 12.5 percent. Region V did not consider the

requirement of Criteria 1 and 2 in the inital appointment

of faculty in a baccalaureate school of nursing.

Table V indicates the percent response from each region

as to whether or not Criteria 1 and 2 in the initial appoint-

ment of faculty in baccalaureate schools of nursing. The

mean percent for Criterion 1 is 77.66; and Criterion 2 is

30.5 percent.

Research Question 2

Is a master's degree in a clinical nursing specialty a

requirement for a faculty appointment in a baccalaureate

school of nursing?

The criterion related to this research question is:

Criterion 4. Master's degree in a clinicalnursing specialty.

Table IV indicates a 100 percent response in all regions

55

TABLE IV

THE PERCENT RESPONSE FROM EACH REGION OF THETENTATIVE CRITERIA THAT IS CURRENTLY

USED IN THE INITIAL SELECTION OFFACULTY IN BACCALAUREATE

SCHOOLS OF NURSING

Regions

Tentative CriteriaI II III IV V VI

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

0

25

0

100

36

36

0

50

25

36

0

0

0

25

36

25

9

18

27

100

50

36

9

36

27

45

0

0

9

64

27

23

12

24

9

94

53

41

0

53

26

29

0

9

15

79

41

32

0

8

8

100

54

50

0

42

33

46

4

8

8

63

33

13

0

0

0

100

60

40

0

40

20

0

0

0

20

60

20

0

- -- I I _____________--_______1I

14

0

0

100

29

57

0

43

14

29

0

0

0

86

57

57

56

TABLE V

THE PERCENT RESPONSE FROM EACH REGION OF THETENTATIVE CRITERIA THAT SHOULD BE USED

IN THE INITIAL SELECTION OFFACULTY IN BACCALAUREATE

SCHOOLS OF NURSING

Regions

Tentative CriteriaI II III IV V VI

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

75

12

75

0

0

50

36

50

36

63

50

36

50

86

63

36

86

36

55

23

18

73

45

77

64

36

32

32

32

77

91

100

76

59

53

38

21

53

53

50

44

56

41

44

38

59

79

82

63

42

42

25

25

54

50

50

46

33

25

38

33

46

79

83

80

20

0

60

60

40

80

40

60

60

40

40

80

80

80

100

86

14

57

43

29

57

29

57

57

29

14

14

43

71

100

86

-, - I -

57

except region III which had a ninety-four percent response.

The mean percent is ninety-nine.

Two schools in region III indicated on the survey form

that they hired faculty with a baccalaureate degree in nursing

because of the non-availability of master's prepared nurse

faculty. However, they further indicated that faculty with

baccalaureate degrees must be working toward a master's

degree.


as to whether or not Criterion 4 should be (ideal) considered

in initial appointment of faculty in baccalaureate schools of

nursing. The mean percent is 31.5.

Research Question 3

Is the completion of a doctoral degree in nursing or in

any field of study within a five year period from initial em-

ployment a requirement for reappointment and promotion or



Criterion 3. Plans to complete a doctoraldegree within five years from initial employment.Failure to complete degree results in terminationof employment.

Table VI indicates that regions I, II, III, and IV

consider Criterion 3 in the reappointment and promotion or

merit of faculty. The percent response of these four regions

varied from thirteen to twenty-five. The mean percent is

11.83. Regions V and VI do not consider Criterion 3.

58

TABLE VI

THE PERCENT RESPONSE FROM EACH REGION OF THE TENTATIVECRITERIA THAT IS CURRENTLY USED IN REAPPOINTMENT

AND PROMOTION OF FACULTY IN BACCALAUREATESCHOOLS OF NURSING

Regions

Tentative CriteriaIIII IV lVI

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

0

25

25

100

12

25

0

63

36

75

12

0

12

75

63

63

15

14

18

86

18

27

9

56

41

50

0

0

0

95

50

50

15

35

15

82

32

29

0

56

35

53

0

6

9

85

65

56

4

13

13

83

29

25

4

63

54

75

4

4

13

86

54

58

20

20

0

100

40

40

0

60

20

20

0

0

0

80

60

60

14

0

0

86

14

14

0

43

14

29

0

0

0

71

71

71

- - -- -_ _-_- __I__-_ _

59

TABLE VII

THE PERCENT RESPONSE FROM EACH REGION OF THE TENTATIVECRITERIA THAT SHOULD BE USED IN REAPPOINTMENT

AND PROMOTION OF FACULTY IN BACCALAUREATESCHOOLS OF NURSING

Regions

Tentative CriteriaI III IV V VI

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

75

12

63

0

12

36

25

25

36

36

12

25

36

50

25

25

82

36

59

14

9

18

36

50

45

32

18

18

45

45

68

73

71

62

41

41

18

24

47

41

32

32

35

32

24

59

74

68

58

50

54

17

13

33

46

42

38

38

29

29

33

33

63

63

80

40

40

60

40

40

80

60

80

60

20

20

40

60

100

100

-- _______II I ______

71

14

43

14

14

14

43

57

43

57

14

14

14

71

100

100

60

Table VII indicates the percent response from each region


in the reappointment and promotion or merit of faculty in

baccalaureate schools of nursing. The mean percent is fifty.

Research Question 4

Is the basic professional nurse preparation, bachelor's

degree in nursing, a requirement for a faculty appointment in

a baccalaureate school of nursing?


Criterion 5. Bachelor's degree in nursing.

Table IV indicates that all regions consider the re-

quirement of a bachelor's degree in nursing for the initial

faculty appointment in a baccalaureate school of nursing.

The percent response in each region varied from twenty-nine

to sixty percent. The mean percent is forty-seven.



in the initial appointment of faculty in baccalaureate schools

of nursing. The mean percent is 25.5.

Research Question 5

Is the prospective candidate for appointment to a faculty

in a baccalaureate school of nursing required to have two years

of experience as a staff nurse in a clinical practice setting?

61


Criterion 6. Evidence of two years workexperience as a staff nurse in a clinical practicesetting.

Table IV indicates that all regions consider the re-

quirements of two years work experience as a staff nurse in

a clinical practice setting for an initial faculty appoint-

ment in a baccalaureate school of nursing. The percent

response varied from thirty-six to fifty-seven. The mean

percent is 43.33.



in the initial appointment of faculty in baccalaureate schools


Research Question 6

Is reappointment and promotion or merit dependent upon

working a minimum of six weeks in a clinical practice setting

during the three month summer intermission?


Criterion 7. Continued employment is dependentupon working a minimum of six weeks in a clinicalpractice setting during the three month summer inter-mission.

Table VI indicates that only regions II and IV consider

Criterion 7 in the reappointment and promotion of faculty in

baccalaureate schools of nursing. The mean percent is 2.17.

62

Table VII indicates the percent response from each

region as to whether or not Criterion 7 should be (ideal)

considered in the reappointment and promotion or merit of

faculty in baccalaureate schools of nursing. The mean

percent is 46.17.

Research Question 7

Is membership in the American Nurses' Association and/

or National League for Nursing a requirement of faculty for

an appointment, reappointment, and promotion or merit in a

baccalaureate school of nursing?


Criterion 8. Evidence of membership in theAmerican Nurses' Association and an active partici-pant at the local/district level.

Criterion 9. Evidence of membership in theNational League for Nursing and an active partici-pant at the local and/or state level.

Table IV indicates that all regions consider the require-

ment of membership in the American Nurses' Association for

an initial faculty appointment in a baccalaureate school of

nursing. The percent response varied from thirty-six to

fifty-three. The mean percent is forty-four.

The data presented in Table IV regarding Criterion 9

indicates that all regions consider the requirement of member-

ship in the National League for Nursing for an initial faculty

appointment in a baccalaureate school of nursing. The percent

response varied from fourteen to thirty-three. The mean

percent is 24.17.

63


as to whether or not Criteria 8 and 9 should be (ideal) con-

sidered in the initial appointment of faculty in baccalaureate

schools of nursing. The mean percent for Criterion 8 is

fifty-four; and Criterion 9 is 51.17 percent.

Table VI indicates that all regions consider the re-

quirement of membership in the American Nurses' Association

(Criterion 8) for reappointment and promotion or merit of

faculty in baccalaureate schools of nursing. The percent

response, however, varied from forty-three to sixty-three.

The mean percent is 56.83.

The data presented in Table VI regarding Criterion 9

indicates all regions consider the requirement of member-

ship in the National League for Nursing for reappointment

and promotion or merit of faculty in baccalaureate schools

of nursing. The percent response varied from fourteen to

fifty-four percent. The mean percent is 33.33.


region as to whether or not Criteria 8 and 9 should be (ideal)


faculty in baccalaureate schools of nursing. The mean percent

for Criterion 8 is 45.83; and Criterion 9 is 45.67 percent.

64

Research Question 8

Is participation in a community organization(s) such as

church, city council, cancer society, etc. a requirement for

reappointment and promotion or merit in a baccalaureate

school of nursing?


Criterion 10. Evidence of participation in acommunity organization(s) such as church, citycouncil, cancer society, etc.

The data in Table VI indicates that twenty to seventy-

five percent of the schools surveyed in the six regions re-

quire faculty participation in community organizations for

reappointment and promotion or merit in baccalaureate schools






percent is 42.5.

Research Question 9

Is health and physical fitness status considered in the

initial appointment, reappointment, and promotion or merit of

faculty in baccalaureate schools of nursing?


65

Criterion 11. Evidence of a planned pro-gram for physical fitness activities.

Criterion 12. Evidence that a desirableweight is maintained.

Criterion 13. Evidence of a yearly planfor health maintenance and annually providesthe administrator with a statement of healthby a licensed physician.

Table IV indicates that region IV considers the re-

quirement of a planned program for physical fitness activi-

ties; regions III and IV considers that a desirable weight

be maintained; and regions II, III, IV, and V considers the

requirement of a yearly plan for health maintenance for the

initial faculty appointment in baccalaureate schools of

nursing. Regions I and VI do not consider criteria 11, 12,

and 13 in the initial appointment of faculty. The mean

percent for Criterion 11 is 0.67; Criterion 12 is 2.83 per-

cent; and Criterion 13 is 8.67 percent.


as to whether or not Criteria 11, 12, and 13 should be (ideal)

considered in the initial appointment of faculty in baccalaur-

eate schools of nursing. The mean percent to Criterion 11 is

33.67; Criterion 12, thirty-four percent; and Criterion 13,

forty-six percent.

Table VI indicates that regions I and IV consider the

requirement of a planned program for physical fitness activi-

ties; regions III and IV consider the requirement that a de-

sirable weight be maintained; and regions I, III, and IV

66

consider a yearly plan for health maintenance for reappoint-

ment and promotion or merit of faculty in baccalaureate

schools of nursing. Regions II, V, and VI do not consider

Criteria 11, 12, and 13 in the reappointment and promotion

or merit of faculty. The mean percent for Criterion 11 is

2.67; Criterion 12, 1.67 percent; and Criterion 13, 5.67

percent.


region as to whether or not Criteria 11, 12, and 13 should

be (ideal) considered in the reappointment and promotion or

merit of faculty in baccalaureate schools of nursing. The

mean percent for Criterion 11 is 21.33; Criterion 12, twenty-

three percent; and Criterion 13, thirty-two percent.

Research Question 10

Is continuing education in the field of instruction or

related areas a requirement for faculty reappointment and



Criterion 14. Annually provides evidenceof continuing education in field of instructionand related areas.

The data in Table VI indicates that seventy-one to

ninety-five percent of the schools surveyed in the six regions

require evidence of continuing education in the field of in-

struction or related areas for reappointment and promotion

or merit of faculty in baccalaureate schools of nursing. The

mean percent is eighty-two.

67





percent is fifty-three.


Is an evidence of an interest in research considered in

the initial appointment, reappointment, and promotion or



Criterion 15. Evidence of interest in research.

The data presented in Table IV indicates that twenty to

fifty-seven percent of the schools surveyed in the six regions

consider an interest in research in the initial faculty

appointment in baccalaureate schools of nursing. The mean

percent is 35.67.



in the initial faculty appointment in baccalaureate schools

of nursing. The mean percent is eighty-two.

Table VI indicates that all regions consider Criterion 15

in the reappointment and promotion or merit of faculty in

baccalaureate schools of nursing. The percent response, how-

ever, varies from fifty to seventy-one percent. The mean

percent is 60.5.

68





percent is 71.67.


Is an evidence of an interest in publication considered




Criterion 16. Evidence of an interest inpublication.

The data presented in Table IV indicates that thirteen

to fifty-seven of the schools surveyed in regions I, II, III,

IV, and VI considered an interest in publication for an initial

appointment in baccalaureate schools of nursing. The mean

percent is twenty-five. Region V did not consider Criterion

16 a requirement for an initial faculty appointment.



in the initial faculty appointment in baccalaureate schools


The data presented in Table VI indicates that fifty to

seventy-one percent of the schools surveyed in the six regions

require evidence of faculty interest in publication for re-

appointment and promotion or merit in baccalaureate schools

69




considered in reappointment and promotion or merit of faculty

in baccalaureate schools of nursing. The mean percent is

71.5.


Is there any significant difference(s) among the six

regions in their requirements for an initial faculty appoint-

ment in a baccalaureate school of nursing?

The chi-square (5565.1866) that was derived from the

data in Table IV supports the research question in that there

is a significant difference among the six regions in their

criteria for initial appointment of faculty in baccalaureate

schools of nursing.



regions in their requirements for faculty reappointment and


The chi-square (4841.185) derived from the data in Table

VI supports the research question in that there is a signif-

icant difference among the six regions in their criteria

used for reappointment and promotion or merit of faculty in


70



regions in rating the tentative criteria?

Table VIII indicates the mean rating of the criteria

by each region. The chi-square (21.497) derived from this

data does not support the research question in that there is

not a significant difference among the six regions in their

rating of the tentative criteria. However, as the chi-square

approaches the 0.10 level of significance there is a marginal

significant difference in the rating of the tentative criteria

among the six regions.

Table IX indicates the chi-square for each of the cri-

teria as rated by the six regions. The statistical data in

Table IX supports the research question in that there is a

significant difference in the rating of each of the criteria

by the six regions.



regions in the rank order of importance of the tentative

criteria?

The chi-square (73.75) derived from the data in Table X

supports the research question in that there is a significant

difference among the six regions in their rank order of im-

portance of the tentative criteria. However, Criterion 4

demonstrates no significant difference in the rank order of

71

TABLE VIII

THE MEAN RATING OF THE TENTATIVECRITERIA BY THE SIX REGIONS

Tentative RegionsCriteria TRgos__

I j II III viV V VI

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

2.5

3.125

2.625

1.375

2.0

2.0

2.5

2.375

3.0

2.625

3.875

4.0

2.75

1.5

2.125

2.375

2.136

2.272

2.363

1.545

1.772

2.636

2*772

2.227

2.409

2.590

3.727

3.5

3.0

1.863

1.954

2.0

2*352

2.441

2*588

1.088

1.764

1.911

2.942

2.205

2.647

2.323

3.558

3.382

3.176

1.264

1.705

1.735

2.5

2*25

2.416

1.416

1.541

2.0

3.0

2.208

2.625

2.291

3.333

3.25

3.375

1.708

2.166

2.125

2.6

3.4

2.8

1.2

1.4

2.0

2.6

2.6

3.0

2.6

3.6

3.2

2.4

2.0

2.0

2.0

1.857

3.0

2.714

1.571

3.0

2.857

3.0

2.857

3.0

3.0

3.714

3.571

3*571

2.0

1.857

2.0

- I- _ _ - _- --- - .. ____ ___ __I __ _

72

TABLE IX

THE CHI-SQUARE DERIVED FROM RATINGEACH TENTATIVE CRITERIA BY

THE SIX REGIONS

Tentative Criteria Chi-Square

1. 38.70*

2. 45.95*

3. 41*45*

4. 273.70*

5. 58.40*

6. 42.30*

7. 30.55*

8. 42.75*

9. 47.5Q*

10. 45.55*

11. *27*30*

12. 18.60*

13. 18.95*

14. 126.70*

15. 74.30*

16. 55.90*

*Significant at the .05 level.

73

TABLE X

THE RANK ORDER OF IMPORTANCE OF THETENTATIVE CRITERIA BY THE

SIX REGIONS

Tentative Regions

CriteriaI I III IV v vi

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

8.5

14

10.5

1

3.5

3.5

8.5

6.5

13

10.5

15

16

12

2

5

6.5

6

8

9

1

2

12

13

7

10

11

16

15

14

3

4

5

9

10

11

1

3

6

13

7

12

8

16

15

14

2

4

5

11

7

10

1

2

4

13

9

12

8

15

14

16

3

6

5

9.5

15

12

1

2

4.5

9.5

9.5

13

9.5

16

12

7

4.5

4.5

4.5

2.5

11

6

1

11

7.5

11

7.5

11

11

16

14.5

14.5

4.5

2.5

4.5

X2= 73.75*

*Significant at the .05 level.

74

TABLE XI

THE MEAN RANK ORDER OF IMPORTANCE OFTHE TENTATIVE CRITERIA FOR

THE SIX REGIONS

Tentative Criteria Mean Rank Order

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

7.75

10.83

9.75

1.00

3.91

6.25

11.33

7.75

11.83

9.66

15.66

14.41

12.91

3.16

4.33

5.08

7.5

11

10

1

3

6

12

7.5

13

9

16

15

14

2

4

5

75

importance of the tentative criteria in that all six regions

ranked this criterion number one in importance.

Table XI displays the compiled rank order of importance

of the tentative criteria for the six regions.



regions as to what the criteria should be for initial


in baccalaureate schools of nursing?

The chi-square (2623.7016) derived for the data in Table

V supports the research question in that there is a signifi-

cant difference among the six regions in their criteria that

should be considered for initial appointment of faculty in


The chi-square (3467.59) derived from the data in

Table VII supports the research question in that there is a

significant difference among the six regions in their criteria

that should be considered for reappointment and promotion or

merit of faculty in baccalaureate schools of nursing.

Other Criteria

The survey forms provided space for the respondent to

indicate other criteria that were currently being used in

initial appointment, reappointment, and promotion or merit

of faculty in their respective baccalaureate school of nurs-

ing. The following "other" criteria was compiled from the

76

six regions and placed according to its relationship to the

tentative criteria.

Criteria 1 and 2:

Doctoral degree for increase in rank toassociate or professor.

For rank of professor must have doctorate.

Criterion 3:

Promotion to associate professor must havetwenty-four hours toward doctorate.

Criterion 4:

Primary care skills.

Knowledge of learning theory and contemporaryteaching methods.

Strong knowledge base in field.

Evidence of clinical leadership skills;beginning nurse practitioner skills.

Must be working toward a master's degree.

Criterion 5:

Committed to B.S. educational preparationfor nurses.

Criterion 6:

Evidence of two years successful teachingexperience in nursing.

Prior teaching experience in collegiateteaching.

Criterion 7:

Two week work experience during summer inter-mission in clinical practice setting.

Encourage clinical experience and/or advancedcourse work in summer but neither is mandatory.

77

Criterion 8:

Envolvement in the profession; concurrentwith problems and status of education innursing.

Committed to a career.

Evidence of good professional conduct.

Awareness of current issues in healthcare delivery system.

Criterion 10:

Religious affiliation compatible withschool's philosophy.

Church affiliation.

Evidence of interest in community service,consulting, teaching in continuing education,etc.

Evidence of contributions to the college,university, community, and profession.

Evidence of decision making strategiesin the socio-economic-political arenas.

Criterion 13:

Criterion 13 is a problem.

Evidence of good health.

Criterion 14:

Evidence of formal post-graduate work atfrequent intervals while employed.

Criterion 14 will be a requirement as of1977.

Criteria 15 and 16:

Evidence of inquiry and publication.

Promotion to associate professor must have24 hours toward doctorate-- research andpublication.

78

[Ideal] Engages in clinical research.Engages in demonstration projects* ex-perimenting with different use of man-power in health care delivery--nurses'role.

For rank of professor must have doctorate--research and publication.

[Ideal] Engages in research, experimentationin health care delivery related to nursing.

Evidence of involvement in research andhas published and/or presented papers.

Other criteria:

Eligible for licensure in state.

Institutional usefullness.

[Ideal] Experience in collegiate academiccounseling. Curriculum revision interestand experience.

Practice teaching session evaluated bypeers and students required of candidatefor initial appointment.

Ability to participate in team teachingand to accept assignment which might in-volve unusual work hours, i.e., weekendcollege, evening classes, etc.

Identify strengths and concerns with aplan for self development.

School and university committee involvement.

Active in college governance.

79

Summary

The purpose of this chapter was to present and describe

the data obtained for this study. The research questions,

one through twelve, were analyzed according to the percent

response made by each of the six regions. Research questions,

thirteen through seventeen, were analyzed by the use of the

chi-square at a significance level of .05.

The data presented in Tables IV, V, VI, and VII in-

dicated that the tentative criteria was used in the initial


in baccalaureate schools of nursing. However, the percent

response for using the tentative criteria varied among the

six regions with the exception of Criterion 4 which had a

ninety-nine percent mean response.

There was a significant difference among the six regions

in their use of the tentative criteria for initial faculty

selection, reappointment, and promotion or merit of faculty.

There was a significant difference among the six regions

in their rank order of importance of the tentative criteria.

There was no significant difference in the mean rating of

the tentative criteria by the six regions. However, there

was a significant difference among the six regions in their

rating of the individual criteria.

80

CHAPTER V

SUMMARY, RESULTS, INTERPRETATIONAND RECOMMENDATIONS

Introduction

This study was conducted to determine criterion for the


in baccalaureate schools of nursing. The study was designed

to ask research questions regarding criteria for the appoint-

ment, reappointment, and promotion or merit of faculty in

baccalaureate schools of nursing. A tentative criteria was

then developed from the research questions. The research

questions were tested by the survey method.

The Problem

The problem of this study was to establish a criteria

for the initial selection, reappointment, and promotion or

merit of faculty in a baccalaureate school of nursing.

The Research Questions

1. Is a doctoral degree in nursing or in any other

field of study a requirement for a faculty appointment in a

baccalaureate school of nursing?

2. Is a master's degree in a clinical nursing specialty,

i.e., medical-surgical, maternal-infant, psychiatric, pediatric,

or community health nursing, a requirement for a faculty


81

3. Is the completion of a doctoral degree in nursing or

in any field of study within a five year period from initial

employment a requirement for reappointment and promotion or


4. Is the basic professional nurse preparation,

bachelor's degree in nursing, a requirement for a faculty


5. Is the prospective candidate for appointment to a

faculty in a baccalaureate school of nursing required to

have two years of experience as a staff nurse in a clinical

practice setting?

6. Is reappointment and promotion or merit dependent

upon working a minimum of six weeks in a clinical practice

setting during the three month summer intermission?

7. Is membership in the American Nurses' Association

and/or the National League for Nursing a requirement of

faculty for initial appointment, reappointment, and promotion

or merit in a baccalaureate school of nursing?

8. Is participation in a community organization(s) such

as church, city council, cancer society, etc. a requirement

for reappointment and promotion or merit in a baccalaureate

school of nursing?

9. Is health and physical fitness status considered in

the initial appointment, reappointment, and promotion or merit

of faculty in baccalaureate schools of nursing?

82

10. Is continuing education in the field of instruction

or related areas a requirement for faculty reappointment and

promotion or merit in a baccalaureate schools of nursing?

11. Is an evidence of an interest in research considered



12. Is an evidence of an interest in publications con-

sidered in the inital appointment, reappointment, and pro-

motion or merit of faculty in baccalaureate schools of nurs-

ing.

13. Is there any significant differences among the six

regions in their requirements for an initial faculty appoint-

ment in a baccalaureate school of nursing?


regions in their requirements for faculty reappointment and



regions in rating the tentative criteria?


regions in the rank order of importance of the tentative

criteria?


regions as to what the criteria should be for initial appoint-

ment, reappointment, and promotion or merit of faculty in

baccalaureate schools of nursing?

83

The Method


of nursing accredited by the National League for Nursing re-

quired for the survey population of this study. The schools

of nursing were placed within the six regional accrediting

boundaries of higher education.

Three survey forms were constructed using the tentative

criteria that was developed from the research questions.

These forms along with a cover letter and self-addressed,

stamped return envelope were mailed to 184 administrators

of baccalaureate schools of nursing.

When the survey forms returned, they were placed in their

respective region folder. A stratified sample was used as

the procedure for determining the sample size for each region.

When the required number of responses were received for the

regions,the folder was closed to receiving further responses.

After the collection of the required responses, the data

was tabulated according to regions. Using the percent re-

sponse from each region to the criteria, research questions

one through twelve were analyzed. Research questions, thir-

teen through seventeen, were analyzed by the use of the chi-

square at a significance level of .05.

Results and Interpretation

The criteria relating to doctoral preparation of faculty

were given a very low priority according to the mean percent

84

response for the initial appointment of faculty. However,

the percent response to whether or not Criterion 1, doctoral

degree with a major in nursing, should be considered in the

initial appointment was given more consideration than Criter-

ion 2. This strongly indicates that the expected doctoral

degree in the future for faculty in baccalaureate schools of

nursing will be a doctoral degree with a major in nursing.

The tabulated mean percent for Criterion 4 strongly in-

dicates that a master's degree in a clinical nursing specialty

is the minimal academic preparation requirement for faculty

in baccalaureate schools of nursing.

The completion of a doctoral degree within five years

from initial employment was given consideration by four re-

gions in the reappointment and promotion or merit of faculty.

The mean percent further indicates that Criterion 3 was given

low priority in the reappointment and promotion or merit of

faculty. Regions V and VI did not consider Criterion 3.

However, the percent response to whether or not Criterion 3

should be considered indicates that an additional thirty-nine

percent of the schools surveyed are supportive of requiring

faculty to complete a doctoral degree for reappointment and

promotion or merit.

The data regarding Criterion 5, bachelor's degree in nurs-

ing, strongly indicates there is not a great concern as to

whether or not the faculty member possesses the minimal aca-

demic preparation for entrance into the nursing profession.

85

The data regarding Criterion 6 indicated that prior work

experience as a staff nurse is considered by approximately

forty-three percent of the schools surveyed for the initial

appointment of faculty in baccalaureate schools of nursing.

There was only an increase of eleven percent as to whether

or not Criterion 6 should be used in the initial selection

of faculty. Therefore, according to the data, prior work

experience as a staff nurse is not strongly considered as

a prerequisite for teaching in a baccalaureate school of

nursing.

Only two percent of the schools surveyed indicated that

continued employment was dependent upon working a minimum of

six weeks during the summer in a clinical practice setting.

There was an increase of forty-four percent of the population

surveyed that indicated Criterion 7 should be considered for

reappointment and promotion or merit of faculty in a baccalaur-

eate school of nursing. This strongly indicates that faculty

should actively practice nursing. The active practice of

nursing by faculty could: (1) renew their patient care skills;

(2) enable them to learn new skills, concepts, and approaches

to patient care; and (3) serve as modeling behavior of the

nurse educator.

Membership in the American Nurses' Association was

supported by forty-four percent of the schools surveyed.

There was only a slight increase, eleven percent, in the re-

spondents who feel membership should be considered in initial

86

appointment of faculty. Membership in the National League

for Nursing was given low priority in the inital selection

of faculty in baccalaureate schools of nursing.

Membership in both the American Nurses' Association and

the National League for Nursing was given more consideration

in reappointment and promotion or merit of faculty than in

the initial faculty appointment. The data further indicates

that there is a preference for the faculty to hold membership

in their professional organization than in the National League

for Nursing.

Participation in community organizations was considered

by approximately fifty percent of the schools surveyed for

reappointment and promotion or merit of faculty. There was a

decrease of 7.83 percent in the percent response as to whether

or not Criterion 10 should be considered in the reappointment

and promotion or merit of faculty in baccalaureate schools of

nursing. This further indicates that participation in com-

munity organizations is not as important an element to con-

sider in the reappointment and promotion or merit of faculty.

Health and physical fitness status was given a very low

priority for consideration in the initial appointment , re-

appointment,and promotion or merit of faculty in baccalaureate

schools of nursing. There was only a slight increase in the

percent response as to whether or not Criteria 11, 12, and 13

should be considered in the initial appointment, reappointment,

and promotion or merit of faculty. The data presented strongly

87

indicates that, according to the population surveyed, health

and physical fitness status are not considered essential cri-

teria for teaching in a professional school of nursing.

Continuing education of the nurse educator was considered

an essential criterion by eighty-two percent of the population

surveyed for the reappointment and promotion or merit of

faculty. However, as to whether or not Criterion 14 should

be considered in the reappointment and promotion of faculty,

there was a nineteen percent devrease in the percent response

among the six regions. This indicates some question as to

the importance placed on continuing education for the nurse

faculty among the six regions.

Criterion 15, evidence of an interest in research was

considered more essential in the reappointment and promotion

or merit, than in the initial appointment of faculty. The

data presented strongly indicates that nurse faculty must be

engaged in research in order to be eligible for reappointment

and promotion or merit in baccalaureate schools of nursing.

The data presented in regard to Criterion 16, evidence

of an interest in publication, indicates that publication is

currently given low priority in the initial selection of

faculty. However, it is currently given more consideration

in the reappointment and promotion or merit of faculty. The

respondents indicated that Criterion 16 should be given more

consideration in the initial appointment, reappointment, and

promotion of faculty in baccalaureate schools of nursing.

88


in their requirements for an initial appointment, reappoint-

ment, and promotion or merit of faculty in baccalaureate

schools of nursing. Table IV indicates that Criteria 1, 2,

3, 7, 9, 11, 12, and 13 are not given great, if any, con-

sideration in the initial appointment of faculty. Table VI

indicates that Criteria 1, 2, 3, 5, 7, 11, 12, and 13 are

not strongly considered in the reappointment and promotion or

merit of faculty. This further indicates that each region

considers certain aspects of the criteria more important

than others in the initial appointment, reappointment, and

promotion or merit of faculty.


as to the rank order of the criteria that should (ideal) be

considered in the initial appointment, reappointment, and

promotion or merit of nursing faculty. Table V indicates

that Criteria 2, 4, 5, 11, and 12 are not given much con-

sideration in the identification of the criteria that should

be considered for initial faculty appointment. Table VII

indicates that Criteria 2, 4, 5, 6, 11, 12, and 13 are not

strongly considered among the criteria that should be used in

reappointment and promotion or merit of faculty. The data

further indicates that each region places different values

on certain aspects of the tentative criteria that should be

considered for initial appointment, reappointment, and pro-

motion or merit of faculty in baccalaureate schools of nursing.

89


in their rank order of importance of the tentative criteria.

Table X demonstrates these differences in the rank order of

importance of the tentative criteria by the six regions. The

data indicates that each region places different values on

certain aspects of the tentative criteria.

The Established Criteria

The results of the data have established the following

"ideal" criteria for the initial appointment of faculty in

baccalaureate schools of nursing. The criteria were derived

from the rank order of importance in Table XI and listed in

order of priority.

Master's degree in a clinical nursingspecialty.

Evidence of continuing education in fieldof instruction or related areas.

Bachelor's degree in nursing.

Evidence of an interest in research.

Evidence of an interest in publication.

Evidence of two years work experience asa staff nurse in a clinical practice setting.

Evidence of membership in the AmericanNurses' Association and actively participatesat the local/district level.

Doctoral degree with a major in nursing.

Evidence of participation in a communityorganization(s) such as church, city council,cancer society, etc.

90

The following "current" criteria for initial appointment

were derived from the rank order of the mean percent response

from the data in Table IV. The criteria are listed in order

of priority for initial appointment of faculty in baccalaur-

eate schools of nursing.


Evidence of continuing education in fieldof instruction or related areas.

Bachelor's degree in nursing.

Membership in the American Nurses'Association and actively participatesat the local/district level.

Evidence of two years work experience asa staff nurse in a clinical practice setting.


Evidence of participation in a communityorganization(s).


Membership in the National League for Nursingand actively participates at the local and/orstate level.

Doctoral degree with a major in any fieldof study.

There is no significant difference in the "ideal" criteria

and the "current" criteria used by the six regions for initial

appointment of faculty in baccalaureate schools of nursing.

The only difference is that the doctoral degree with a major

in nursing is considered in the "ideal" criteria and the doc-

toral degree with a major in any field of study is currently

91

being considered in the initial appointment of faculty in

regions I, II, III, and IV. Also, membership in the National

League for Nursing is considered in the "current" criteria

but not in the "ideal" criteria.

The results of the data in Table VI have established

the following criteria that are currently being used for the

reappointment and promotion or merit of faculty in baccalaur-

eate schools of nursing. The criteria are listed in order

of priority.


Annually provides evidence of continuingeducation in field of instruction andrelated areas.




Evidence of participation in a communityorganization (s) .

Evidence of membership in the NationalLeague for Nursing and actively participatesat the local and/or state level.


The data obtained from Table VII has established the

following "ideal" criteria for the reappointment and pro-

motion or merit of faculty in baccalaureate schools of

nursing. The "ideal" criteria are listed in order of priority.

92




Annually provides evidence of continuingeducation in field of instruction andrelated areas.

Plans to complete a doctoral degree withinfive years from initial employment.

Continued employment is dependent uponworking a minimum of six weeks in aclinical practice setting during thethree month summer intermission.


Evidence of membership in the NationalLeague for Nursing and actively participatesat the local and/or state level.

Evidence of participation in communityorganization (s) .


Evidence of a yearly plan for health main-tenance and annually provides the adminis-trator with a statement of health by alicensed physician.

There is a significant difference in the criteria that

is currently being used among the six regions and the "ideal"

criteria for reappointment and promotion or merit of faculty

in baccalaureate schools of nursing. The "ideal" criteria

included all of the criteria that is currently being used

among the six regions except one, a master's degree in a

clinical nursing specialty. The "ideal" criteria included

93

the following additional criteria for reappointment and

promotion or merit of faculty.


Plans to complete a doctoral degree wihtinfive years from initial employment.

Continued employment is dependent uponworking a minimum of six weeks in aclinical practice setting during thethree month summer intermission.

Evidence of a yearly plan for healthmaintenance and annually provide theadministrator with a statement of healthby a licensed physician.

The order of priority is significantly different in the

"current" criteria and the "Ideal" criteria for reappointment

and promotion or merit of faculty in baccalaureate schools

of nursing.

Conclusions

On the basis of the findings of this study the following

conclusions were made:

1. That a doctoral degree with a major in any field of

study is currently given preference over a doctoral degree

with a major in nursing for the selection, reappointment and

promotion of faculty in baccalaureate schools of nursing.

This is primarily due to the fact that doctoral programs in

nursing are just beginning to be developed.

2. A doctoral degree with a major in nursing appears to

be the future academic preparation for faculty in baccalaur-

eate schools of nursing.

94

3. More consideration should be given to good health

and physical fitness status as one of the criteria in the

selection, reappointment and promotion of nursing faculty.

4. More consideration should be given to requiring

faculty in baccalaureate schools of nursing to obtain ex-

perience in a clinical practice setting during the summer

intermission.

5. Involvement in research and publication activities

should be given high priority in the selection, reappointment

and promotion of faculty in baccalaureate schools of nursing.

6. Continuing education of faculty is an essential

element to consider in the reappointment and promotion of

faculty in baccalaureate schools of nursing.

7. Plans for the completion of a doctoral degree within

five years from initial employment should be considered one

of the criteria in the reappointment and promotion of nursing

faculty.

8. Participation in activities in the community should

be given strong consideration as one of the criteria in the


calaureate schools of nursing.

9. The basic professional preparation of nursing faculty,

bachelor's degree in nursing, needs to be reconsidered as a

prerequisite for teachers of nursing.

95

10. Membership in the American Nurses' Association

should be given preference over membership in the National

League for Nursing in the selection, reappointment and pro-

motion of faculty in baccalaureate schools of nursing.

Recommendations

On the basis of the findings of this study it is

recommended:

1. That a follow up study be conducted to determine

if faculty are given adequate time and support by the ad-

ministration to attain the expected criteria for reappoint-

ment and promotion or merit.

2. That graduate schools offering programs in nursing

be surveyed to determine if they have made plans for the

future expectation that faculty of baccalaureate schools of

nursing hold a doctoral degree with a major in nursing.

3. That a study be conducted to determine the relation-

ship between work experience during the summer in a clinical

practice setting to modeling behaviors and teacher effective-

ness in a baccalaureate school of nursing.

4. That a study be conducted to determine the affect of

faculty health and physical fitness status on modeling be-

haviors and teacher effectiveness.

5. That teaching competence of nursing faculty in bac-

calaureate schools of nursing be given more emphasis and con-

sideration as one of the criteria for reappointment and

promotion.

APPENDIX A

The Tentative Criteria

96

97

The Tentative Criteria

1. Doctoral degree with a major in nursing.

2. Doctoral degree with a major in any field of study.

3. Plans to complete a doctoral degree within five

years from initial employment. Failure to complete degree

results in termination of employment.

4. Master's degree in a clinical nursing specialty.

5. Bachelor's degree in nursing.

6. Evidence of two years work experience as a staff

nurse in a clinical practice setting.

7. Continued employment dependent upon working a

minimum of six weeks in a clinical practice setting during

the three month summer intermission.

8. Evidence of membership in the American Nurses'

Association and actively participates at the local/district

level.

9. Evidence of membership in the National League for

Nursing and actively participates at the local and/or state

level.

10. Evidence of participation in a community organization

such as church, city council, cancer society, etc.

11. Evidence of a planned program for physical fitness

activities.

98

12. Evidence that a desirable weight is maintained.

13. Evidence of a yearly plan for health maintenance and

annually provides the administrator with a statement of

health by a licensed physician.

14. Annually provides evidence of continuing education

in field of instruction and related areas.

15. Evidence of an interest in research.

16. Evidence of an interest in publication.

APPENDIX B

The Cover Letter

99

100BAYLOR UNIVERSITY GEDDES M. McLAUGHLIN, Dean

SCHOOL OF NURSING 3616 Worth Street

WACO - DALLAS Dallas, Texas 75246214/820-3361

January 21, 1976

Dear

A study is being conducted to complete doctoral degreerequirements at North Texas State University and yourassistance is vitally needed to provide data for thedissertation, "The Determining of Criterion for FacultySelection in Baccalaureate Schools of Nursing." It hasbeen assumed for the purpose of this study that theadministrator (Dean/Director) will (1) respond to theenclosed tentative criteria, (2) respond honestly, and(3) respond in present and future expectations of facultyin baccalaureate schools of nursing.

The "Tentative Criteria" was selected from the followingcategories: Academic Qualifications, Work Experience,Professional and Community Organizations, Health andPhysical Fitness Status, Continuing Education, and Re-search and Publication.

A self-addressed, stamped envelope is enclosed for yourconvenience in returning the survey forms. Upon requesta summary of the results of this study will be made avail-able.

Thank you very much for your assistance and time in thisresearch endeavor.

Sincerely yours,

Samuel T. Hughe, r.Assistant ProfessorDoctoral Candidate

Geddes M. McLaughlin, .D.Dean, School of NursingMinor Professor - Doctoral Committee

APPENDIX C

Survey Form- 1

Initial Employment

101

DIRECTIONS:

INITIAL EMPLOYMENT102

In the column to the left of the tentative criteria check the criterionthat are currently being utilized in selecting faculty for initial employ-ment. In the column to the right of the tentative criteria check thecriterion that should be ("IDEAL") utilized in selecting faculty for ini-tial employment.

CURRENT "IDEAL"CRITERIA TENTATIVE CRITERIA CRITERIA



3. Plans to complete a doctoral degree within five years frominitial employment. Failure to complete degree resultsin termination of employment.



6. Evidence of two years work experience as a staff nurse ina clinical practice setting.

7. Continued employment dependent upon working a minimum ofsix weeks in a clinical practice setting during the threemonth summer intermission.

8. Evidence of membership in the American Nurses Associationand an active participant at the local/district level.

9. Evidence of membership in the National League for Nursingand an active participant at the local and/or state level.

10. Evidence of participation in a community organization(s)such as church, city council, cancer society, etc.

11. Evidence of a planned program for physical fitness activi-ties.


13. Evidence of a yearly plan for health maintenance andannually provides the administrator with a statement ofhealth by a licensed physician.

14. Annually provides evidence of continuing education infield of instruction and related areas.

15. Evidence of interest in research.

16. Evidence of interest in publication.

17. OTHER CRITERIA: Please feel free to list additional cri-teria that are currently being utilized in initial employ-ment.

APPENDIX D

Survey Form- 2

Reappointment and Promotion or Merit

103

DIRECTIONS:

REAPPOINTMENT AND PROMOTION OR MERIT104

In the column to the left of the tentative criteria check the criterionthat are currently being utilized in reappointment and promotion or meritof nursing faculty. In the column to the right check the criterion thatshould be ("IDEAL") utilized in reappointment and promotion or merit ofnursing faculty.

CURRENT "IDEAL"CRITERIA TENTATIVE CRITERIA CRITERIA


2. Doctoral degree with a mojor in any field of study.

3. Plans to complete a doctoral degree within five yearsfrom initial employment. Failure to complete degree re-sults in termination of employment.



6. Evidence of two years work experience as a staff nursein a clinical practice setting.

7. Continued employment dependent upon working a minimumof six weeks in a clinical practice setting during thethree month summer intermission.




11. Evidence of a planned program for physical fitnessactivities.


13. Evidence of a yearly plan for health maintenance andannually provides the administrator with a statementof health by a licensed physician.




17. OTHER CRITERIA: Please feel free to list additional cri-teria that are currently being utilized in reappointmentand promotion or merit.

APPENDIX E

Survey Form- 3

Rating of Tentative Criteria

105

RATING OF TENTATIVE CRITERIA106

DIRECTIONS: Rate the Tentative Criteria according to the following scale -1 - Of ABSOLUTELY Top Importance2 - Of GREAT Importance3 - Of MEDIUM Importance4 - Of LITTLE Importance5 - Of NO Importance

Place an "X" in one of the columns at the right of the tentativecriteria that reflects your response according to the above scale.

TENTATIVE CRITERIA 1 2 3 4 5



3. Plans to complete a doctoral degree within five yearsfrom initial employment. Failure to complete degreeresults in termination of employment.



6. Evidence of two years work experience as a staff nursein a clinical practice setting.

7. Continued employment dependent upon working a minimumof six weeks in a clinical practice setting during thethree month summer intermission.




11. Evidence of a planned program for physical fitnessactivities.


13. Evidence of a yearly plan for health maintenance andannually provides the administrator with a statementof health by a licensed physician.




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107

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