Abstract
Purpose. The purpose of this study was to determine current academic practices of compensation, workload, rewards, and tenure and promotion for nursing faculty who teach graduate and postlicensure programs that are delivered 50% to 100% online. Deans and directors who are members of the American Association of Colleges of Nursing (AACN) were the respondents. Methodology. This study employed a descriptive design to obtain quantitative data from deans and directors of AACN member schools in the United States. Data were collected from April 2009-June 2009. Findings. Of the 657 AACN member schools, 181 (27.5%) offer graduate and postlicensure programs delivered 50% to 100% online. The majority of SON that offer online programs were clustered in the North Central and Southern Association of Schools and Colleges (71%). The majority of online programs were master's level (83) and RNBSN programs (80). The majority of SON (58%) reported 6-10 years of offering online programs. Sixty-six percent of the respondents reported that 50% or fewer of their students were enrolled in online programs and more public institutions offer online programs. Teaching online is considered part of the workload for full-time faculty members, with no change in compensation. Development of online courses often resulted in added compensation. Ninety percent of respondents reported an online class size averaged 30 students. Enrollments of increased numbers of online students often warranted an extra section for workload units. Primary intrinsic motivators for faculty teaching online included flexible scheduling and release time for course development. Payment of a laptop and online educational programs were found to be the most significant extrinsic rewards. Conclusion. Full-time nursing faculty are expected to teach online and are compensated the same as campus based. No previous studies have been conducted to study academic practices for online nursing faculty. It was reported by deans and directors that online faculty are equally successful in achieving promotion and tenure as campus-based faculty. Recommendations. The nursing faculty perspective was not studied. As online educational programs are increasing nationally, more research is needed to assure that the profession of nursing is meeting the needs of faculty and students.