y by practicing and non practicing faculty (Steele, 1991, pp. 15 22).
Practicing faculty tend to place a greater importance on practice than do non practicing faculty and deans (Steele, 1991, pp. 15 22). In this context, practicing faculty at the university school of nursing think that being actively involved in nursing practice increases both the teaching effectiveness and scholarly productivity of nursing faculty.
Non practicing faculty tend to view research as a higher priority activity than do either practicing faculty or deans (Steele, 1991, pp. 15 22). Non practicing faculty and deans, however, feel greater role strain than do practicing faculty (Steele, 1991, pp. 15 22).
The nature of the implemented change. In part, the results of the Steele (1991, pp. 15 22) study reflect the orientations (practice, teaching, research, administration) of nursing faculty. In part, also, however, the results indicate that for nursing education, the incorporation of practice into the responsibilities of faculty may lead to both a reduction in role conflict and an enhancement of teaching and scholarly effectiveness. Nursing faculty generally, however, are gaining added rights and responsibilities in the area of administration (Hott, 1990, pp. 34 35; Conway, 1990, pp. 88 89). Faculty members are gaining the right to participate in decision making affecting nursing education (Conway, 1990, pp. 88 89). To a lesser extent, nursing faculty members are also becoming involved in budget planning for nursing education (Hott, 1990, pp. 34 35).
The change implemented in the university school of nursing provides for a stipulated level of practice for all members of the nursing faculty. Further, the change stipulated that all members of the university nursing faculty will be involved in the development of budgets for the school of nursing, and all changes proposed for nursing education will be submitted to the nursing faculty for approval, ...