Paper
Tuesday, November 6, 2007
716
Current Status of Role Model Behaviors of Nursing Faculty in the United States
Patricia Ann Gorzka, PhD1, Naomi Funashima, RN, DNSc2, Kumiko Hongo, RN, MNs3, Tomomi Kameoka, RN, DNSc4, Hiroe Miura, RN, DNSc5, Nobuko Yamashita, DNSc5, Toshiko Nakayama, RN, DNSc4, and Midori Sugimori, RN, BLL6. (1) Continuing Professional Devlepment, University of South Forida, Tampa, FL, USA, (2) School of Nursing, Chiba University, Chiba, Chiba, Japan, (3) school of Nursing, Saniku Gakuin College, Tokyo, Japan, (4) Nursing Education, National College of Nursing Japan, Kiyose, Tokyo, Japan, (5) School of Nursing, Gunma Prefectural College of Health Science, Maebashi, Japan, (6) Gunma Prefectural College of Health Science, Gunma Prefectural College of Health Science, Maebashi, Gunma, Japan
OBJECTIVE: To explore the current status of role model behaviors of nursing faculty in the United States. METHODS: The participants of this study were nursing faculty in the United States. The participants received two instruments by electronic mail and completed them. The first instrument was the Self-Evaluation Scale on Role Model Behaviors for Nursing Faculty (RMBNF-E) developed to measure the role model behaviors of nursing faculty, and it has well-established internal consistency and content validity. The RMBNF-E has 35 items with 5-point Likert-type scale (from1 “almost never” to 5 “always”), and the 35 items were grouped into 5 subscales. The second instrument is the Faculty Attribute Questionnaire (FAQ-E) developed to examine the 23 attributes of nursing faculty. The data from the nursing faculty were analyzed statistically.
RESULTS: The valid data were 53. All participants were working at the BSN or graduate programs in nursing. Forty-eight (90.6%) of 53 were female, and 4 (7.5%) were male. More than half were over 50 years old. The mean of all items in RMBNF-E was 4.4 (SD=.3), and the mean of all items in each subscale was as follows: (1)Behaviors that show matured sociality (mean=4.4, SD=.4), (2)Behaviors that shows respect to students (mean=4.7, SD=.3), (3)Behaviors that shows value of nursing practice and nursing profession(mean=4.5, SD=.4), (4)Behaviors oriented enthusiastic and high quality teaching activities(mean=4.4, SD=.4), and (5)Behaviors oriented ongoing professional development(mean=4.0, SD=.5). IMPLICATIONS: The results suggested that the nursing faculty in the United States highly self-evaluated “Behaviors that shows respect to students”, on the other hand, underestimated “Behaviors oriented ongoing professional development.” It is important to provide opportunities for improving “Behaviors oriented ongoing professional development.”