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Sunday, November 1, 2009
Learning Objective 1: know the difference of role model behaviors of nursing faculty between BSN/ADN and diploma programs in Japan.
Learning Objective 2: discuss the issue to enrich faculty development programs .
BACKGROUND:Japanese nursing education historically has been provided by diploma programs. Since 1992 it has been shifting to higher education. Therefore enriching the faculty development in BSN/ADN had become an important issue.
OBJECTIVES:To compare role model behaviors of nursing faculty between BSN/ADN and diploma programs in Japan and to discuss the issue to enrich faculty development programs.
METHODS:Participants were nursing faculty in BSN/ADN and diploma programs in Japan. Two instruments were used: the Self-Evaluation Scale on Role Model Behaviors for Nursing Faculty (RMBNF-J) and Faculty Attribute Questionnaire (FAQ-J). The RMBNF-J has 35 items with 5-point Likert-type scale, and the items were grouped into 5 subscales. It was used to measure the role model behaviors of nursing faculty. FAQ-J was used to examine 20 attributes of nursing faculty. The internal consistency and content validity of each instrument were well-established (Funashima,2002). The two instruments were sent to participants by mail. The data were analyzed statistically.
FINDINGS & IMPLICATION:Three hundred and eighty-one nursing faculty inBSN/ADN and 335 in diploma programs participated. The total score for BSN/ADN was 135.8(SD=18.8) and that for diploma programs was 124.8(SD=19.9). The result of t-test showed that no significant difference between the 2 groups (p=.229). Arranging 5 subscales in score order from highest to lowest, the result in two groups was almost identical. The highest one was “Behaviors that shows respect to students”; the lowest one was “Behaviors oriented ongoing professional development.” However, the two groups had different educational backgrounds; while 15.7% of nursing faculty in BSN/ADN had a doctorate degree, none in diploma programs had that degree.
The result suggests that nursing faculty in any type experienced similar problems, regardless of their different educational background. To enrich faculty development programs for nursing faculty, it is important improving the role model behaviors, that is, “Behaviors oriented ongoing professional development.”
OBJECTIVES:To compare role model behaviors of nursing faculty between BSN/ADN and diploma programs in Japan and to discuss the issue to enrich faculty development programs.
METHODS:Participants were nursing faculty in BSN/ADN and diploma programs in Japan. Two instruments were used: the Self-Evaluation Scale on Role Model Behaviors for Nursing Faculty (RMBNF-J) and Faculty Attribute Questionnaire (FAQ-J). The RMBNF-J has 35 items with 5-point Likert-type scale, and the items were grouped into 5 subscales. It was used to measure the role model behaviors of nursing faculty. FAQ-J was used to examine 20 attributes of nursing faculty. The internal consistency and content validity of each instrument were well-established (Funashima,2002). The two instruments were sent to participants by mail. The data were analyzed statistically.
FINDINGS & IMPLICATION:Three hundred and eighty-one nursing faculty inBSN/ADN and 335 in diploma programs participated. The total score for BSN/ADN was 135.8(SD=18.8) and that for diploma programs was 124.8(SD=19.9). The result of t-test showed that no significant difference between the 2 groups (p=.229). Arranging 5 subscales in score order from highest to lowest, the result in two groups was almost identical. The highest one was “Behaviors that shows respect to students”; the lowest one was “Behaviors oriented ongoing professional development.” However, the two groups had different educational backgrounds; while 15.7% of nursing faculty in BSN/ADN had a doctorate degree, none in diploma programs had that degree.
The result suggests that nursing faculty in any type experienced similar problems, regardless of their different educational background. To enrich faculty development programs for nursing faculty, it is important improving the role model behaviors, that is, “Behaviors oriented ongoing professional development.”