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Nurse-Academics' Scholarly Productivity: Perceived frames and facilitators
Kathryn L Roberts
Professor of Nursing, Flinders University, SA
Beverley J Turnbull
School of Health Sciences, Faculty of Education, Health and Science, Charles Darwin University, Darwin NT
Abstract
The reward system within Universities remains focused on research, with a benchmark of scholarly productivity, especially in relation to promotion. Despite their relative newness to the tertiary system, nurse academics are judged by the same standards as other disciplines.
This study sought to examine factors that constrained and/or facilitated scholarly productivity. The study used a questionnaire survey technique to establish current productivity levels, and frame and facilitating factor theory and analysis to identify major constraints and facilitators.
Findings from the study were that the unremitting nature of teaching, course coordination and university service workloads interact to the detriment of research and writing. Facilitating factors included a departmental culture that values and supports research, in conjunction with tangible support from University management. Mentorship was viewed as desirable, but often not available. An environment that more actively prioritises, fosters and supports academic scholarly productivity is needed.
Keywords
scholarly productivity, frame factors, facilitators, constraints, mentoring
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