Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

William E. Davis


The purpose of this study was to examine the relationships between environmental, career, and personal factors and practice role commitment and practice role value of doctorally prepared full-time nursing faculty within the theoretical framework of faculty role performance by Blackburn and Lawrence (1995). A mailed survey was used to collect data related to faculty practice from 506 faculty who were members of the American Nurses Association or the National Organization of Nurse Practitioner Faculties. Practice role commitment was level of engagement in the practice role. Practice role value was importance assigned to the practice role by the faculty. Environmental variables included institutional classification, reward structure, number of full-time faculty, programs offered, practice opportunities at a health center, administrative support, and peripheral support. Career variables included education preparation, years as a full-time professional nurse, years as a full-time faculty member, specialty, rank, and professional affiliation. Personal knowledge factors included competence, values, personality characteristics, personal preference, perceived institutional preference, work performance feedback, work load, and social contingencies. Descriptive statistics, chi-square, factor analysis, and stepwise multiple regression methods were used for data analysis. The four personal factors of commitment/expertise in practice, institutional/personal preference for practice, credence to practice feedback from students and clinical colleagues, and placing a high score on credibility/maintaining skills as reasons for practice explained 53.2% of the variance for practice role commitment. The factors of actual and preferred practice behaviors; credence given to student, clinical colleague, and self evaluation regarding faculty practice; higher ratings for personal reasons for practice; teaching role valued; caring characteristics; view of the ideal nursing faculty; ethical/moral characteristics; and view that other faculty value practice explained 42.2% of the variance for practice role value. Even though environmental and career factors were significantly correlated to practice role commitment and practice role value, personal factors were the most significant predictors. These findings must be utilized to create changes in academic policies to support faculty practice to ensure excellence in nursing education and nursing service.