Lived experiences, values, and behavior of effective nurse faculty.

Abstract

This study explored the lived experiences of effective female nurse faculty. The study was guided by a feminist framework. A field study was the specific qualitative approach employed. The research addressed the question: What are the lived experiences of effective female nurse faculty? In addition, four subquestions related to the conceptual framework were explored. The sample was composed of 11 women from National League for Nursing-accredited baccalaureate and higher-degree nursing programs in Virginia who were identified by their peers as being effective in the nurse faculty role. Data were collected through use of unstructured interviews, passive participant observations, and document review. The study yielded themes related to values and effective teaching behaviors. Conclusions of the study were: (1) the feminist framework developed for the study was generally helpful for understanding the women studied; (2) effective female nurse faculty are a work in progress; (3) because they value hard work, caring, interaction, a sense of humor, the worth of others, and learning, subjects were able to develop into effective female nurse faculty; and (4) these women maintain their effectiveness by constantly growing and changing as well as by finding a sense of fit between organizational values and personal values.