Factors Influencing Part-time Faculty Engagement With Online Nursing Programs.

This research investigated factors that influenced the engagement of part-time faculty teaching in online nursing programs with their institutions. Of the 257 part-time faculty surveyed, the most significant factor was being supported in decisions regarding student issues, followed by institutional commitment to quality online education. Compensation was moderately influential; a negative factor was requiring too frequent meetings. Understanding factors that influence the engagement of part-time faculty teaching in online nursing programs can help leaders of online programs attract and retain experienced, highly skilled faculty.

Influence of Nursing Faculty Discussion Presence on Student Learning and Satisfaction in Online Courses.

This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses.

Teaching nurses sight unseen: comparing the cultural competency of online and on-campus BSN faculty.

PURPOSE: This study supports best practices in nursing education and the need for cultural competency among faculty members. The purpose of this study was to examine the levels of cultural competency among on-campus Bachelor of Science in Nursing (BSN) faculty compared with those of online BSN faculty. DESIGN: The research used a quantitative, nonexperimental, descriptive, correlational design. The Cultural Diversity Questionnaire for Nurse Educators (CDQ-NE) was e-mailed to 500 BSN faculty at five research sites (N = 222). The instrument included Likert-type scale items organized into the components of cultural competence according to Campinha-Bacote. RESULTS: The lowest levels of cultural competency were among the on-campus group (3.95). Faculty teaching both online and on-campus had the highest levels (4.0). DISCUSSION/CONCLUSIONS: A significant finding indicated that training within the past 5 years in cultural competency reflected higher scores. IMPLICATIONS: These findings suggest that some cultural competency training should be mandatory for all BSN faculty, whether it occurs during their orientations or as part of nurse-educator curricula at the graduate levels.

Is managed care education for new nurses adequate?

Nursing practices have been affected by managed care at all levels, from nursing administration to direct patient care, causing one to ask if new practicing nurses receive adequate managed care education. A search of the literature published between 1982 and February 2006 was conducted using ProQuest, Article First, ERIC, and PubMed. The literature primarily comprised anecdotal articles; only two qualitative research-based studies were published. The search revealed nurse employers and nurse educators believe that managed care competencies are very important for new practicing nurses, but even with curricula changes, managed care competencies are deficient for new practicing nurses. Further research is recommended to identify the specific managed health care education that would be effective in preparing new practicing nurses for today's health care arena at all levels of nursing.