Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO.
Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO.
Nurs Outlook. 2021 Jan-Feb;69(1):43-49. doi: 10.1016/j.outlook.2020.06.007. Epub 2020 Jul 23.
While nurse faculty may believe that they teach more than faculty in other academic departments, their perceptions are difficult to corroborate when workload policies are not transparent at institutions.
This descriptive study was designed to examine inequities in teaching workloads between nurse faculty and their academic colleagues from the perspectives of Deans and Directors of Nursing Programs.
A web-based, investigator-developed survey was emailed to Nurse Unit Leaders in spring, 2019. The final sample included 224 respondents. Data were analyzed with descriptive statistics.
Nurse Unit Leaders perceived that nurse faculty teach larger classes and more courses than their academic peers. Survey respondents attributed these and other variations at their institutions to the complexity of teaching responsibilities in nursing units and the limited understanding of these responsibilities by university administrators.
Ensuring equitable teaching workloads requires transparent policies and an organizational culture committed to faculty governance.
尽管护理教师可能认为他们的教学工作量多于其他学术部门的教师，但在机构的工作量政策不透明的情况下，他们的看法很难得到证实。
本描述性研究旨在从护理项目院长和主任的角度检查护理教师与他们的学术同事之间教学工作量的不公平现象。
在 2019 年春季，通过网络向护理单位领导发送了一份由调查员开发的调查问卷。最终样本包括 224 名受访者。使用描述性统计数据对数据进行分析。
护理单位领导认为护理教师教授的班级和课程比他们的学术同行多。调查受访者将这些差异和其他差异归因于护理单位教学职责的复杂性，以及大学行政人员对这些职责的理解有限。
确保公平的教学工作量需要透明的政策和致力于教师治理的组织文化。
