The use of principles of good practice in undergraduate registered nursing programs in seven mid -western states
Literature is available on the characteristics of effective teachers and teaching strategies that promote active learning and critical thinking skills. Being an effective teacher means utilizing principles of good practice to promote learning. Many learning theories may be utilized to promote learning; however for this study the constructivist model and seven principles complement the teaching/learning paradigm. Because the nurse educator does not always come educationally prepared, institutions must provide orientation and staff development. There is a lack of research to determine the use of these good practices by faculty in registered nursing programs. This study attempts to address the gap in this literature by examining whether Chickering & Gamson's (1987) seven principles of good practice are utilized by nurse educators in undergraduate nursing programs in seven midwestern states.
The model used for this study was the seven principles of good practice (Chickering & Gamson, 1987). The Faculty Inventory was utilized to determine the use of principles by educators in registered nursing programs. Utilizing cluster sampling, institutions were identified; survey packets were mailed to ADN, Diploma, and BSN faculty members. Findings were based on 252 completed surveys.
Utilizing descriptive statistics the researcher found nurse educators utilize the seven principles of good practice. A T-test demonstrated no significant difference in the use of the seven principles when comparing faculty who were educationally prepared with education courses with those who were without this preparation. The number of years of teaching experience and use of the seven principles was only significant when faculty were educationally prepared with education courses. Means in the use of the seven principles were found to be higher in baccalaureate faculty as compared to associate degree faculty in three of the seven principles. These three principles included student-faculty contact, active learning, and high expectations.
This study demonstrated the need to examine factors that affect the role transition of nurses into the faculty role. Research concerning the needs of novice and expert faculty may promote retention during a shortage of educators.
0745: Higher education