| The purpose of this qualitative case study was to describe and understand the perceived barriers influencing the conduct of research and writing for publication by non-tenured nurse faculty. It was not known what the barriers were, or how they influenced the faculty in their publication efforts. Theoretical foundations were Benner's novice to expert theory and Bandura's self-efficacy theory. Research questions were: 1) For non-tenured nurse faculty, what were the perceived barriers to their ability to conduct research and writing for publication? and 2) How were non-tenured nurse faculty influenced by perceived barriers to the conduct of research and writing for publication? Fifteen non-tenured nurse faculty who taught full-time in academic nursing programs located in eastern Pennsylvania participated. Sources of data included two questionnaires, interviews, and a focus group. Responses were read, coded, and thematically analyzed by noting meaningful patterns of similarities, differences, repetitions and frequently used words. Barriers included a lack of time, knowledge, comfort, support, experience, and mentoring. Feelings of insecurity, demotivation, and a preference for teamwork and collaboration were described. Findings included a conflict of cultures, clinical and academic, including a desire for clinical practice to be considered scholarship. Multiple aspects of external and internal influences interacted and inhibited nurse faculty scholarly activity. The study participants' valued, appreciated, and wanted the support needed for successful scholarship. Implications of the study included the potential to affect changes by nurse faculty and institutional leadership to develop interventions to assist writing efforts.;Keywords: writing for publication, non-tenured nurse faculty, barriers. |
