Scholarly Productivity Of University Nursing Faculty
Abstract
Nursing research is actively promoted within the profession. Since the first nursing research journal appeared in 1952, there has been a steady increase in nursing publications (Brown, Tanner & Padrick, 1984). Nursing faculty recognize the importance of research as a means of fostering the discipline of Nursing within the academic community. According to Davis and Williams (1985) nursing faculty have greater difficulty than faculty from other disciplines in establishing and succeeding in institutions of higher learning. The purpose of this study was to identify the scholarly productivity level of faculty in selected Canadian university schools of nursing. Literature Review Success in academia is dependent on scholarly productivity; yet definitions of scholarly productivity and faculty productivity differ in the literature. Faculty productivity, as defined by Andreoli and Musser (1986), is the quantity and quality of teaching, research, service and practice. The authors acknowledge that faculty productivity expectations vary according to nursing degree program: diploma, associate degree, baccaleaurate or higher education. According to Davis and Williams (1985), the research productivity role (scholarly productivity) is the most highly valued role in academia. Megel, Langston & Creswell (1988), define scholarly productivity measures as research publications, publications other than research, chapters in books, conference poster sessions and numbers of ongoing research projects.Downloads
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1990-04-13
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