Journal of Nursing Education

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Research Briefs 

Time Requirements for Implementation of the Course Facilitator Role

Alyce S. Ashcraft, PhD, RN, CS, CCRN; Carol Boswell, EdD, RN; Virginia G. Miller, PhD, FNP; Cindy Acton, MSN, RN, CNAA, BC

  • Journal of Nursing Education. 2007;46(7)
  • Posted July 1, 2007

Abstract

ABSTRACT

The purpose of this descriptive study was to identify the time requirements to implement the lead position (course facilitator) for nursing courses at a health sciences center school of nursing located in the southwestern United States. Faculty participants completed instruments dividing tasks into pre-course, within-course, and post-course responsibilities. The results of this study revealed that more than 1 hour per week was spent in pre-course and post-course activities and 3.79 hours per week were spent in within-course activities. Recommendations include examining tasks requiring large amounts of time for management alternatives; developing workload expectations that accurately reflect pre-course, within-course and post-course time requirements; and using course facilitators as mentors when preparing novice faculty for the course facilitator role. Although the results of this study are not generalizable, the findings represent formal assessment of a critical component of the faculty role and suggest the need for further investigation into the demands placed on nursing faculty.

AUTHORS

Received: May 19, 2005

Accepted: December 6, 2005

Dr. Ashcraft and Dr. Miller are Associate Professors, and Ms. Acton is Assistant Professor, Texas Tech University Health Sciences Center, School of Nursing, Lubbock, and Dr. Boswell is Associate Professor, Texas Tech University Health Sciences Center, School of Nursing, Odessa, Texas.

Research activities were supported by the Texas Tech University Health Sciences Center, School of Nursing, Research and Practice Committee.

Address correspondence to Alyce S. Ashcraft, PhD, RN, CS, CCRN, Associate Professor, Texas Tech University Health Sciences Center, School of Nursing, 3601 4th Street, Lubbock, TX 79430-6264; e-mail: Alyce.Ashcraft@TTUHSC.EDU.

Abstract

ABSTRACT

The purpose of this descriptive study was to identify the time requirements to implement the lead position (course facilitator) for nursing courses at a health sciences center school of nursing located in the southwestern United States. Faculty participants completed instruments dividing tasks into pre-course, within-course, and post-course responsibilities. The results of this study revealed that more than 1 hour per week was spent in pre-course and post-course activities and 3.79 hours per week were spent in within-course activities. Recommendations include examining tasks requiring large amounts of time for management alternatives; developing workload expectations that accurately reflect pre-course, within-course and post-course time requirements; and using course facilitators as mentors when preparing novice faculty for the course facilitator role. Although the results of this study are not generalizable, the findings represent formal assessment of a critical component of the faculty role and suggest the need for further investigation into the demands placed on nursing faculty.

AUTHORS

Received: May 19, 2005

Accepted: December 6, 2005

Dr. Ashcraft and Dr. Miller are Associate Professors, and Ms. Acton is Assistant Professor, Texas Tech University Health Sciences Center, School of Nursing, Lubbock, and Dr. Boswell is Associate Professor, Texas Tech University Health Sciences Center, School of Nursing, Odessa, Texas.

Research activities were supported by the Texas Tech University Health Sciences Center, School of Nursing, Research and Practice Committee.

Address correspondence to Alyce S. Ashcraft, PhD, RN, CS, CCRN, Associate Professor, Texas Tech University Health Sciences Center, School of Nursing, 3601 4th Street, Lubbock, TX 79430-6264; e-mail: Alyce.Ashcraft@TTUHSC.EDU.

ABSTRACT

The purpose of this descriptive study was to identify the time requirements to implement the lead position (course facilitator) for nursing courses at a health sciences center school of nursing located in the southwestern United States. Faculty participants completed instruments dividing tasks into pre-course, within-course, and post-course responsibilities. The results of this study revealed that more than 1 hour per week was spent in pre-course and post-course activities and 3.79 hours per week were spent in within-course activities. Recommendations include examining tasks requiring large amounts of time for management alternatives; developing workload expectations that accurately reflect pre-course, within-course and post-course time requirements; and using course facilitators as mentors when preparing novice faculty for the course facilitator role. Although the results of this study are not generalizable, the findings represent formal assessment of a critical component of the faculty role and suggest the need for further investigation into the demands placed on nursing faculty.

AUTHORS

Received: May 19, 2005

Accepted: December 6, 2005

Dr. Ashcraft and Dr. Miller are Associate Professors, and Ms. Acton is Assistant Professor, Texas Tech University Health Sciences Center, School of Nursing, Lubbock, and Dr. Boswell is Associate Professor, Texas Tech University Health Sciences Center, School of Nursing, Odessa, Texas.

Research activities were supported by the Texas Tech University Health Sciences Center, School of Nursing, Research and Practice Committee.

Address correspondence to Alyce S. Ashcraft, PhD, RN, CS, CCRN, Associate Professor, Texas Tech University Health Sciences Center, School of Nursing, 3601 4th Street, Lubbock, TX 79430-6264; e-mail: Alyce.Ashcraft@TTUHSC.EDU.

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