Melland H I
College of Nursing, University of North Dakota, Grand Forks 58202-9025, USA.
J Prof Nurs. 1996 Jan-Feb;12(1):31-8. doi: 10.1016/s8755-7223(96)80072-x.
The purpose of this study was to investigate the relationship between the research productivity and teaching effectiveness of baccalaureate nurse educators. This was a nonexperimental, correlational, retrospective study. Sixty baccalaureate nurse educators completed a questionnaire that assessed their research productivity and administered a teaching effectiveness questionnaire to all students in their classes in a given week. No relationship of significance was found between faculty research productivity and teaching effectiveness. Faculty at research institutions were found to be significantly higher research producers than faculty at either comprehensive or liberal arts institutions. No significant difference was found in the teaching effectiveness between faculty employed at research, comprehensive, or liberal arts institutions. Recommendations included (1) broadening the definition of research to include the scholarship of integration, discovery, application, and teaching; (2) implementation of two career tracks for faculty in higher education, with different reward structures for each; and (3) allowing the academic department as opposed to individual faculty to be the basic unit of evaluation.
本研究的目的是调查本科护理教育工作者的研究产出与教学效果之间的关系。这是一项非实验性、相关性的回顾性研究。60名本科护理教育工作者完成了一份评估其研究产出的问卷，并在给定的一周内对其班级的所有学生进行了教学效果问卷调查。未发现教师研究产出与教学效果之间存在显著关系。研究发现，研究机构的教师研究产出显著高于综合性或文理学院的教师。在研究机构、综合性学院或文理学院任职的教师的教学效果未发现显著差异。建议包括：（1）拓宽研究的定义，将整合、发现、应用和教学的学术成果纳入其中；（2）为高等教育教师实施两条职业发展路径，每条路径有不同的奖励结构；（3）允许以学术部门而非个别教师作为基本评估单位。
