Faculty practice: Nursing faculty skill acquisition and scholarly productivity evaluated by nursing faculty and students

Houston, Susan
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Faculty practice is a means for encouraging expertise and scholarship activities among nursing faculty. This study was designed to investigate differences in skill acquisition and scholarly productivity among faculty engaged in and those not engaged in practice. Nursing students' evaluation of faculty skill acquisition and scholarly productivity were also examined. The Houston Faculty Practice/Productivity Model was used as a conceptual framework in a two-group, explanatory design. Subjects, obtained from NLN accredited schools in the Southern Regional Educational Board, completed the Houston Faculty Outcome Inventory. The findings partially supported the conceptual framework. Student reports of faculty scholarly productivity were higher for those faculty engaged in practice than faculty not engaged. No significant differences were found in student and faculty evaluations of faculty's skill acquisition.

Nursing faculty, Nursing education, Nursing evaluation