Expanding Self-Efficacy of Nursing Faculty with Improved Orientation
91 Pages Posted: 10 Jan 2018
Date Written: May 5, 2017
The constraints of limited and qualified nursing faculty members is astounding and the effects are nationwide. Crocetti (2014) discusses that on frequent occasions, the newly-hired adjunct faculty members are inexperienced in their new role as an educator and deficiencies are noted in preparing the instructors on how to educate nursing students for the complex healthcare system they will encounter upon graduation. Research reveals that in order to retain the clinicians and increase a successful transition to academia, guidance and support are needed for the new educators through improved orientation and mentoring programs (Cranford, 2013; Danna, Schaubhut, & Jones, 2010; Grassley & Lambe, 2015). The current research is a retrospective analysis of data from an enhanced orientation to compare teaching self-efficacy before and after completing an orientation. The research question is the following: Will there be a difference in adjunct faculty’s teaching self-efficacy after receiving an online orientation as measured by pretest and post-test? The research from this pilot study revealed statistical significance through an increase of teaching self-efficacy scores following completion of the orientation course at the local university, Wilcoxon Signed Rank Test z = -2.52, p < 0.05, with a large effect size (r = -0.63). The study findings support the theory that acclimating nursing faculty to their role as an educator will increase teaching self-efficacy. If the faculty is cultured to their role, they may choose to stay in education, which may assist to combat the nationwide nursing and nurse faculty shortages.
Keywords: improved faculty orientation, faculty satisfaction, retention, orientation, nursing faculty
JEL Classification: 123
Suggested Citation: Suggested Citation