An Exploration of the Influence of Ignatian Values on Faculty Role Expectations

Purpose: This study examined whether and how Ignatian ideals influence faculty participation in role expectations as outlined in the Faculty Self-Assessment and Professional Development Plan of Rueckert-Hartman College of Health Professions (RHCHP) at Regis University (RU). The study’s aim was fourfold: (a) determine faculty perceptions of whether and how RU’s core Ignatian values influence participation in role expectations, (b) identify desires related to further exploration of core Ignatian values, (c) identify potential needs of faculty development regarding the RU mission of guiding faculty role expectations, and (d) identify service-related activities important to faculty. Participants: Faculty and Deans were invited to participate. Method: An exploratory descriptive methodology was used. Likert scale survey data were analyzed according to qualitative content analysis and quantitative frequency measures. Results: Survey results revealed that care of the person, men and women for others, and contemplatives in action were perceived to be most influential among the faculty role expectations, while finding God in all things was perceived to be least influential. Conclusions: The faculty perceived that most Ignatian values are important to role expectations. Faculty express the need for education related to implementation of these values in their faculty roles

LPN to RN transitions

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Analysis of student reflections of experiential learning in nursing health policy courses

This is a content analysis of the reflections of 187 nursing students after experiential learning opportunities in both master\u27s and doctoral level health policy courses. Results show that experiential activities in a health policy class for nursing students increased their knowledge of the legislative process and motivated them to identify newfound intent to become more involved in the political process

Dual Enrollment: Learning in an Accelerated 5 Week RN-BSN Hybrid Format

The accelerated RN-BSN dual-enrollment program model is minimally represented in the literature. Although they exist, the detail of their process and implementation strategies are often not shared. This article presents an accelerated dual-enrollment RN-BSN model offered using hybrid and flipped classroom strategies in a 5-week format. The case study of this model has shown student and faculty satisfaction and offered some ideas for refinement that the authors find useful for other RN-BSN programs to consider

Influence of nursing faculty discussion presence on student learning and satisfaction in online courses

This study determined the relationships between faculty participation in online discussions with student satisfaction and perceived learning in online RN-BSN and MSN courses. Analysis of faculty participation in online courses (n = 280) demonstrated a relationship between faculty participation and student satisfaction and perceived learning. The results of this study offer guidance on the minimal faculty participation necessary in online discussions in nursing courses

Factors influencing part-time faculty engagement with online nursing programs

This research investigated factors that influenced the engagement of part-time faculty teaching in online nursing programs with their institutions. Of the 257 part-time faculty surveyed, the most significant factor was being supported in decisions regarding student issues, followed by institutional commitment to quality online education. Compensation was moderately influential; a negative factor was requiring too frequent meetings. Understanding factors that influence the engagement of part-time faculty teaching in online nursing programs can help leaders of online programs attract and retain experienced, highly skilled faculty