A Study On Nursing Faculty Development

Currently,there are many problems,such as the serious shortage of high-quality nursing faculty,the poor quality of the overall nursing faculty,the lack of overall system planning for faculty professional development et al.The quality of nursing faculty has a serious impact on the quality of higher nursing education.These problems are not only caused by the improper training system of nursing faculty,but also caused by the lack of integrated and systematic settings in the nursing faculty professional development in China.Therefore,to better solve the problems existing in the nursing faculty development,arouse nursing faculty' teaching and scientific research enthusiasm,it is necessary to make a comprehensive and thorough study of nursing faculty' job satisfaction and nursing faculty development.For this purpose,the present study,taking nursing faculty as its studying object and job satisfaction,turnover intention,and nursing faculty development as the entry point,conducted a systematic and intensive theoretical and empirical study into the relevant issures.First,the job satisfaction,turnover intention and faculty development of 238 Chinese nursing faculty were surveyed.Secondly,the theoretical logical model of the mechanism of action of the nursing faculty development,job satisfaction and turnover intention was verified.Thirdly,10 nursing faculty was interviewed to further explore the problems existing in the nursing faculty professional development in China.Fourthly,with literature review and in-depth interview of nursing faculty in US to describe the practice of the nursing faculty development in United States,which can be used as reference for the nursing faculty development in China.Finally,combined with the main findings of the comprehensive survey,the present study puts forward some policy recommendations and countermeasures to improve the nursing faculty professional development from the national level,the social level,the college level and the faculty level in China.The main findings of this study include:First,the nursing faculty's job satisfaction was a medium level,with satisfaction of management policies and development opportunity was lower.The results of the regression analysis of different dimensions of satisfaction to the overall satisfaction indicated that the management policy,development opportunity and interpersonal relationship were the important factors affecting the job satisfaction of nursing faculty.Second,the turnover intention of nursing faculty was relatively low and stable.The regression analysis of job satisfaction on turnover intention demonstrated that management policy and interpersonal relationship were the important factors influencing the turnover intention of nursing faculty.Thirdly,in general,the participation of nursing faculty professional development was far from enough and the effect was not ideal.The model of faculty professional development involving nursing faculty focused on scholorship development and teaching development.The specific faculy development projects mainly focused on training courses,class evaluation,group preparation and academic conferences,while individual instruction activities dominated by online learning.In addition,the study also found that the nursing faculty development mainly focused on self-study.Fourthly,based on the existing research and relevant theories,the initial theoretical logical model of nursing faculty was preliminarily constructed,and then the validity of the theoretical logical model was verified by the analysis of mathematical statistics.Faculty development not only affected the turnover intention of nursing faculty directly,but also affected indirectly through job satisfaction,that was,part of the intermediary effect.The stronger support of faculty development on nursing faculty,the higher job satisfaction and the lower turnover intention of nursing faculty.Fifth,nursing faculty in China abtained relatively low academic degree and professional title,lack of high-level and high-quality scientific research and teaching achievements indicated that the overall quality of nursing faculty need to be improved.Furthermore,nursing faculty did not have a clear understanding of "professional development",and lack of initiative development ability.In terms of teaching and scholorship development,there was a lack of holistic and systematic planning of pre-employment and post-employment integration oriented by nursing practice.The organization development aspect lacked the platform of nursing faculty development and the organization environment support.Sixth,the nursing faculty development in American universities mainly included three parts:the development of quasi-nurse ecucators,new faculty orientation and development of full time faculty in the middle and later stages.Nursing faculty development mainly relied on the Center for Teaching Excellence in University,Center of Excellence of Nursing Education and professional nursing education society such as National League for Nursing to implement the nursing professional development.Specific projects mainly included incentive projects,capacity improvement projects and support projects.The main content of professional development included teaching and scholarship development.Cooperative teaching,peer support and teaching guidance in teaching development were considered as very important teaching development methods.Scholarship development emphasized the establishment of research teams,cooperative research and interdisciplinary research.Finally,in the form of case study,the paper systematically introduced the nursing faculty-mentoring programme in University of Pennsylvania School of Nursing and overview of the Robert Wood Johnson Foundation Nurse Faculty Scholars program.Seventh,it was to reflect from the perspective of multiple theories and provide theoretical support for the construction and improvement of the development system of nursing faculty in China.Based on synthesizing the investigation discoveries and theoretical exploration,we propose the following specific suggestions and countermeasures:At the national level,build a pre-service and post-service new systems and mechanisms of nursing faculty development.Ae social level,establish a new mode of nursing faculty development with normal university or education college/medical institution/nursing university cooperation and combination of work and study.At the college level,to build a faculty development platform,a whole-process in-service training system and all-arround development content for nursing faculty,realize a dynamic cycle of four dimensions:Personal development(attitude),instructional development(process),professional development(process)and organizational development(structure).At the faculty level,nursing faculty's self-development should fully mobilize the initiative and the enthusiasm.The possible innovations of this study include:to apply comprehensive several methods to carry out empirical research on the nursing faculty development,which makes up for the lack of relatively single research perspective Secondly,it constructed a theoretical logical model on job satisfaction,turnover intendency and professional development and verified the validity of the theoretical logical model through mathematical statistics.Thirdly,based on the results of questionnaire survey and in-depth interview,and drawing on the professional development of nursing faculty in United States,a logical system constructed that is suitable for the professional development of nursing faculty in China from the national level,social level,institutional level and faculty level.