at 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. Non practicing faculty and deans, however, typically feel greater role strain than do practicing faculty.
In part, the above perceptions reflect the orientations of individual nursing faculty members. In part, also, however, the perceptions 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. The practice of nursing takes place within a culture. This culture is the pattern of individual attitudes and orientations among the members of both the nursing profession and the larger society of which the profession is a part. It is the subjective realm which underlies and give meaning to n
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