Nursing faculty are responsible for graduating competent students and being competent themselves; however, the required competencies of clinical nursing faculty who instruct students in the clinical area are unidentified. The practice problem addressed in this project was the lack of a structured, organized process for identifying initial and ongoing competencies of a clinical nursing facility. The purpose of this project was to explore nursing faculty clinical competency and provide a multimethod, multispecialty approach for implementing clinical nursing faculty competency. The target population was clinical nursing faculty (n= 30) in an academic setting. This project explored the impact of a multimethod, multispecialty approach for assessment and evaluation of clinical nursing faculty competency. The project was guided by Benner's theory of novice to expert; Roger's theory of diffusion and innovation; and the plan, do, check, act model. The study analyzed the data obtained from clinical nursing faculty demographics, and competency validation of 3 clinical and 3 academic, remediation, and retesting outcomes. Descriptive statistics and t test were utilized in analyzing the data. The project findings revealed the clinical nursing faculty members are 100% clinically competent and 68.7% academically competent in the areas evaluated. The project findings have implications for social change through role modeling of leadership skills by clinical nursing faculty and improving student clinical instruction by cultivating competent clinical nursing faculty.

The purpose of this study is to, based on the structure questionnaire, explore the relationships between the role, role stress, social support, organizational commitment and intention to leave of clinical nursing faculty. The study population was composed of the full-time clinical nursing faculty obtained from two universities of technology, three colleges of technology, and two institutes of technology located in the middle and southern part of Taiwan. 173 completed and qualified questionnaires were received. This yielded a response rate of 70.6%. The measuring instruments deployed in this study were the scale of role clinical nursing faculty, the scale of role stress, the scale of social support, the scale of organizational commitment. The Cronbach's Alpha reliabilities, according to orders, are .923, .862, .882, .767. The analytical implement in this study consisted of factor analysis, reliability analysis, descriptive statistics, independent t test, one way ANOVA, Pearson product-moment correlation coefficient, multiple regression, and logistic regression analysis. The results indicated: the role stress and organizational commitment of clinical nursing faculty were significantly influenced by partial demographic variables. The more important the role of researcher or patient care provider was considered, the less role stress clinical nursing faculty would perceive. Role stress demonstrated negative influences to organizational commitment in the direction predicted explaining 24.4% of the variances. Social support was able to reduce role stress, enforce organizational commitment, and mitigate the negative effects to organizational commitment entailed by role stress. Among all kinds of social support, school support boasted the most powerful buffer effect. The critical factor of intention to leave was the affection commitment, which was found to be 91% correctly classified. According to this research, in terms of clinical nursing faculty, we suggest: 1. Improve the professional and research ability of clinical nursing faculty. 2. Improve the clinical nursing faculty's ability to take care of patients. In terms of schools: 1. Make plans to initiate curriculums aiming to improve the teaching ability of clinical nursing faculty. 2. Bring in knowledge management as a link between clinical teaching and in-class teaching. 3. Invent strategies to cultivate the human resources of clinical nursing faculty. 4. Construct full-fledged systems for advanced study. 5. School should enhance the supports toward clinical nursing faculty. 6. Construct supportive network among clinical nursing faculty. In terms of the clinical practice unit: 1. Arrange clinical nurses to assist clinical teachings. 2. Assist clinical nursing faculty to get familiar with the environment.