Abstract
Faculty perceptions of factors affecting the implementation of an innovative associate degree nursing curriculum at an urban community college were identified and examined.A survey instrument based on determinants of curriculum implementation from a theoretical framework formulated by Fullan and Pomfret (1977) was prepared and administered to full-time nursing faculty in the implementation process. An analysis of covariance of survey items was used to determine reliability of the total instrument as well as 4 subscales. Relationships between demographic data on the respondents and responses to the survey items were determined by a one-way analysis of variance.Characteristics of the innovation perceived to be related to its effective implementation included a design which was translatable into new teaching methods; features which stimulated faculty to search for more explicitness in the new curriculum; appropriate subject matter in the preferred order of presentation; organization of instruction through integration of disciplines, topics, and nursing specialties; and a format permitting simple implementation.Strategies and tactics perceived to impede effective implementation included insufficient inservice training; insufficient time provided to faculty in all phases of the innovation; and lack of faculty involvement in decision-making during the design phase.Characteristics of the organization perceived to be related to effective implementation included faculty functioning in teaching teams which willingly accepted new members; their roles as learning facilitators as opposed to lecturers; and administrative support and an open climate encouraging revision.A macro sociopolitical factor perceived to be related to effective implementation included approval by outside groups of the new curriculum.Demographic characteristics of the faculty correlated significantly with factors they perceived to be related to effective implementation included age, advanced degree status, length of experience in nursing education, and whether or not the faculty member was teaching in the new curriculum.It was concluded that greater specificity in an innovation facilitates its translation into practice; sufficient time for faculty training and program revision is needed; and a spirit of commitment is essential, along with a positive climate for refinement and revision. In addition, various demographic characteristics appear to be related to certain factors in the implementation process.