Browsing by Subject "roles"

Now showing 1 - 3 of 3
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    The Hybrid and Dualistic Identity of Full-Time Non-Tenure-Track Faculty
    (SAGE, 2011-11-01) Levin, John S.; Shaker, Genevieve G.
    Colleges and universities rely on full-time non-tenure-track (FTNT) faculty to achieve their teaching, research, and service missions. These faculty are deemed both symptomatic of and partly responsible for academe’s shortcomings. The ascriptions, however, are made with little attention to the faculty themselves or to their consequences for FTNT faculty. Through analysis of interview data of university faculty, the authors present and explain FTNT faculty self-representations of professional and occupational identity. Assumptions drawn from institutional and professional theory contextualize the research, and narrative analysis infuses the application of the framework of cultural identity theory. These FTNT faculty are found to possess hybrid and dualistic identities. Their work and roles are a hybrid and contain some elements of a profession and some of a “job.” Their identity is dualistic because as teachers, they express satisfaction, whereas as members of the professoriate, they articulate restricted self-determination and self-esteem. This troubled and indistinct view of self-as-professional is problematic both for FTNT faculty as they go about their daily work and for their institutions, which are in no small part responsible for the uncertain conditions and identities of FTNT faculty.
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    Intellectual and developmental disability nursing: current challenges in the United States
    (2017) Auberry, Kathy
    Background: Nursing in the field of intellectual and developmental disability has evolved over the last decade. With this evolution new challenges related to this field of nursing practice have surfaced. The field of intellectual and developmental disability nursing is complex and considered out of the realm of common nursing practice. Given the complexity and uniqueness of this area of nursing practice, nurses face challenges when supporting this population. Purpose: A commentary to highlight current challenges faced by nurses working in the field of intellectual and developmental disability in the United States; in order to generate conversation and solutions. Results: Nurses face varied challenges in the field of intellectual and developmental disability: lack of education regarding this population, healthcare complexity of this population, role ambiguity, varied practice settings, nursing model of care controversy, caseload distribution and acuity. Method: Review of literature and clinical practice experience
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    A review of the roles of community members and patients beyond advising in the research process
    (Office of the Vice Chancellor for Research, 2016-04-08) Richardson, Elizabeth A.; Oruche, Ukamaka M.
    Community members (i.e., community advisory boards or CABs) give researchers priceless insight about community needs, cultural norms, and health practices. Typically, CABs inform the early stages of a research project including the explication of needs and design of the intervention. However, the role of community members and patients beyond that of advising and as full members of the research team, is still unclear. This gap needs to be addressed because funding agencies are demanding that community members and patients be involved in all aspects of the research process. Hence, before we began our community intervention we reviewed the literature to explore what has been written about CAB’s role in research. We examined the: 1) researcher’s primary purpose in collaborating with a CAB, 2) tasks completed by the CAB, 3) frequency of CAB meetings, and 4) reimbursement to CABs. We searched the PsycINFO, PUBMED, and CINAHL databases using the search terms community advisory boards, intervention development, patient advisory board, and health advisory board-including and analyzing 25 articles. Content analyses revealed the following: 1 and 2) The researcher’s primary purpose and the tasks designated to CAB members were similar. Common tasks include providing education, building relationships and trust between researchers and participants, and evaluating intervention outcomes. 3) Frequency of the CAB meetings ranged from at least monthly to yearly; most common was monthly. 4) Reimbursement varied from a stipend to training/education to hourly pay. Based on our review, there appears to very limited information or clarity on the role of community members on research teams beyond simply advising. Future research needs to clearly document roles, duration of roles, and compensation for community members as co-investigators or members of research teams. We need this information to meet the national calls for research that fully involves the community members and patients that we serve.