Faculty Workload: Myths and Realities

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Abstract
This survey was done to determine the current workload policies and practices in collegiate schools of nursing. A 40-item questionnaire was mailed to all schools holding membership in the American Association of Colleges of Nursing. Seventy-two percent of the schools responded. Analysis of the data shows that quantifiable factors which relate directly to teaching are of considerable importance to deans in determining faculty workload while less quantifiable factors such as student advisement, research, publication and involvement in direct client care are of little or no importance in determining workload.

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