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Unraveling the Career Conundrum: Faculty

Agency in collaborative Undergraduate nursing

Programs

Michele Drummond-YoungNERU Pilot Project Funding 2008

SON, McMaster University

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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

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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)

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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?

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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

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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)

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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

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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.

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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

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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))

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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))

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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)