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.
Social
Systems Simulation Group
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