assuming greater responsibilities for the conduct of research to advance the profession (Carmon, Hauber, and Chase, 1992, pp. 364 368). Staff development for nursing education institutions in the future, however, cannot deal only with competency in practice and skill in research, but must also address the development of a nursing culture that will permit the professional nurse to remain effective in an increasingly complex society (Neighbors and Eldred, 1993, pp. 96 99).
The administrators of nursing education institutions, therefore, must possess and be able to use special qualities of leadership (Oermann, 1994, pp. 153 159). One issue in this context involves the relationship between the leadership effectiveness of nursing administrators and the type of educational preparation received by individual administrators (Neighbors and Eldred, 1993, pp. 96 99). In relation to this issue, it has been found that leadership effectiveness among nursing administrators generally was higher among those administrators with master's degrees in management, administration, or nursing administration than it was among nursing administrators with master's degrees in clinical nursing.
Significantly increased demands will be placed on the administrators of nursing education institutions an the nursing environment experiences dynamic change (Carmon, Hauber, and Chase, 1992, pp. 364 368). Nursing faculty, more so than members of most other disciplines, are confronted with role conflicts involving, on the one hand, their responsibilities as teachers, administrators, and researchers, and, on the other hand, their responsibilities to the practice of nursing. These role conflicts are perceived differently by practicing and non practicing faculty.
Practicing faculty tend to place a greater importance on practice than do non practicing faculty and deans (Barhyte and Redman, 1993, pp. 179 183). In this context, practicing faculty tend to think th...