BACCALAUREATE NURSING FACULTY UTILIZATION OF NURSING RESEARCH IN CURRICULA

                         DABBS, CAROLE SCHRUMPF; PHD

                         SAINT LOUIS UNIVERSITY, 1992
 
                         HEALTH SCIENCES, NURSING (0569); EDUCATION, CURRICULUM AND INSTRUCTION 
 

                         The purpose of this study was to describe (a) the process baccalaureate nursing faculty used to
                         incorporate nursing practice innovations in curricula, (b) the extent to which nursing practice innovations
                         were utilized in baccalaureate nursing curricula, (c) faculty characterization and performance of their
                         research utilization role, and (d) organizational and individual variables associated with innovation
                         adoption in baccalaureate nursing curricula. The sample for this descriptive survey study was 290 faculty
                         employed in 183 National League for Nursing accredited generic baccalaureate nursing programs
                         located throughout the United States. The study found evidence that baccalaureate nursing faculty
                         experienced the knowledge, persuasion, decision, and implementation stages of the
                         innovation-decision process described in E. M. Rogers' innovation diffusion theory. Four additional
                         innovation diffusion theoretical concepts were supported. The existence of a 'research-practice gap' in
                         baccalaureate nursing education was identified. Only two of six nursing practice innovations were
                         implemented by a majority of faculty suggesting lack of utilization of nursing practice innovations in
                         baccalaureate nursing curricula. Communicating a positive attitude and providing a role model for
                         students by utilizing nursing research findings in lecture and clinical were important research utilization
                         role descriptors for baccalaureate nursing faculty. Faculty performance of each research utilization role
                         descriptor was rated lower than its perceived importance. The most statistically significant findings related
                         to number of professional journals read. Faculty who had a PhD in nurisng; were single; recently
                         conducted nursing research; and lived in the North Atlantic region read a significantly higher number of
                         professional journals. The score representing faculty adoption of nursing practice innovations did not
                         demonstrate statistically significant differences for any organizational or individual variables. Finally,
                         faculty employed in a school with a graduate program and who read nursing research journals 3-4 hours
                         per week had a more positive research utilization experience.

 


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