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Unraveling the Career Conundrum: Faculty Agency in collaborative Undergraduate nursing Programs

Unraveling the Career Conundrum: Faculty Agency in collaborative Undergraduate nursing Programs. Michele Drummond-Young NERU Pilot Project Funding 2008 SON, McMaster University. Introduction. Context Looming Faculty shortage Steady state of collaborative nursing programs

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Unraveling the Career Conundrum: Faculty Agency in collaborative Undergraduate nursing Programs

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  1. Unraveling the Career Conundrum: Faculty Agency in collaborative Undergraduate nursing Programs Michele Drummond-Young NERU Pilot Project Funding 2008 SON, McMaster University

  2. Introduction Context • Looming Faculty shortage • Steady state of collaborative nursing programs • Complexity of collaborative partnerships: disjunction among institutional expectations, CASN expectations, & teaching & career development Literature • At the outset to set the context & purpose • As an inductive process

  3. Introduction cont’d Agency • The power to enact on ones own behalf • Ability to control events that affect your life • Exerting influence in spheres over which you have some control (Bandura, 1997)

  4. Research Question • How do junior faculty & mid careerists teaching in integrated collaborative partnerships manage the concurrent , dual expectations for teaching & career development established by their employers, the collaborative program & CAUSN?

  5. Objectives • To develop an understanding of how junior faculty manage the the competing commitments of teaching & career development • To understand these experiences within the constraints & supports provided in the settings • To develop a rich & thick substantive explanatory theory to inform our understanding of junior faculty work life

  6. Research Design Grounded Theory • Interpretive Tradition…what is theory? • Emphasizes understanding rather than explanation • Priority is to show patterns & connections rather than linear reasoning • constructivist approach • Sees both data & analysis as created from shared experiences • The researcher’s intimacy with the experience is believed to enhance sensitivity to the meaning of the data • Acknowledges the researchers role as having an impact on the interpretation of the data & construction of concepts (Bryant 2002; Charmaz, 2007)

  7. Participants & Setting • Notification of the study to the 14 English language Collaborative Bacc. Nsg Programs in ON • Inclusion criteria: • Full time, part time & clinical faculty/professors with primary responsibility for teaching theory, science &/or clinical courses in the undergraduate program • Holding junior faculty (5 years or less) or mid careerist (5-15 years) positions • Faculty who self select to respond to the demographic survey

  8. Sampling Strategies • Purposive sample, data rich participants • Initial interview begin to identify preliminary codes that generate questions that guide the direction of the next interview (theoretical sampling) • Sampling is responsive to the data rather than being predetermined at the outset. Theoretical sampling dictates & directs the research design from the start.

  9. Concurrent Data Collection & Analysis • Primary method in depth, 1:1, face-to-face interviews, 1hr – 90 minutes (field notes) • Interviews will be audio recorded & transcribed verbatim • Open-ended questions generated by prior analysis (theoretical sampling) • Memos & diagrams • Keep track of cumulative thinking • Force the analyst to work with concepts rather than raw data

  10. Phases of Theory Development • Reflect on presuppositions, suspend a literature search until you have developed a rich & thick story line • Initial rudimentary representation of thought will grow in complexity, density, clarity & accuracy as the researcher engages with the data • Utilize constant comparison throughout the theory development • Review former memos & raw data, write summary memos as you gain theoretical sensitivity (Corbin & Strauss, 2008, Charmaz, 2007; Goulding, 2006))

  11. Phases of Theory Development • Inductive approach • introduction of literature to assist with abstracting the concepts, filling in categories & checking for gaps in the logic • Member checking • To validate or negate researchers interpretation • May need to go back to new or old sites (Corbin & Strauss, 2008; Charmaz, 2007; Goulding, 2006) • (Corbin & Strauss, 2008, Charmaz, 2007; Goulding, 2006))

  12. Limitations of Grounded Theory • Premature literature search imports perspectives into the early analysis & distorts what the data is saying • Contentious to some thesis committees & ethical review boards since the methods of data collection are quite loose which makes the parameters of the study hard to predict at the outset. • Premature closure not going beyond describing the data. Analysts must lift the ideas from the data & explain them theoretically in order to provide meaning & explanation for the behaviour. The concepts must be dimentionalized & most salient facts identified, abstract concepts & look for theoretical meaning. (Charmaz, 2008; Goulding, 2007)

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