-
R E S E A R C H B R I E F S
The Importance of Instruction on Mass Casualty Incidents
inBaccalaureate Nursing Programs: Perceptions of Nursing
FacultyKristin K. Whitty, PhD, RN; and Michael F. Burnett, PhD
ABSTRACTThis study examined whether a
relationship exists between masscasualty incident knowledge
andperceived importance of incorporat-ing competencies regarding
masscasualty incidents into baccalaure-ate nursing programs by
faculty inLouisiana. A total of 285 educators inbaccalaureate
nursing programs inLouisiana were asked to complete thesurvey
instrument; usable surveyswas collected from 166 participants(58%).
Results indicated participantshad limited training and life
experi-ences regarding mass casualty inci-dents, as well as limited
knowledgeof mass casualty incidents. However,participants perceived
mass casualtyincident instruction as important forinclusion in
nursing curricula. Therewas a positive relationship
betweenself-perceived knowledge of mass ca-sualty incidents and
perceived impor-tance of including these competencies
Received: July 3, 2007Accepted: March 2, 2008Posted: March 27,
2009Dr, Whitty is Assistant Professor, School
of Nursing, College of Nursing and HealthSciences, Southeastern
Louisiana Univer-sity, Hammond, and Dr. Burnett is Professorand
Director, School of Human ResourceEducation and Workforce
Development,Louisiana State University, Baton Rouge,Louisiana.
Address correspondence to Kristin K.Whitty, PhD, RN, Assistant
Professor, Schoolof Nursing. College of Nursing and HealthSciences,
Southeastern Louisiana Universi-ty, Box 10781, Hammond, LA 70402;
e-mail;[email protected].
doi:10.9999/01484834-20090416-10
into the nursing curriculum. Thesefindings suggest schools of
nursingtake steps to identify or train a poolof educators who can
teach mass ca-sualty incident preparation.
How would today's medicalcommunity react to historicaldisasters
such as the erup-tion of Vesuvius in 79 AD that buriedthe towns of
Herculaneum and Pom-peii ("79 AD Eruption of Vesuvius,"n.d.), the
black plague of 1348 ADthat took as much as 50% of
Europe'spopulation ("Black Death," 2001), orthe great fire of
London in 1666 AD("Great Fire," 2004) that destroyedmore than
13,000 houses and build-ings? Disasters, either natural or manmade,
have occurred since the begin-ning of civilization and may strikeat
any time or place. An average ofone disaster per week occurs
globallyrequiring international assistance,and since 1976, the
number of feder-ally declared disasters in the UnitedStates has
averaged 34 per year(Veenema, 2003). Whether occurringnaturally
from environmental forcesor generated by humans, disastershave
placed extraordinary stresses onsociety's ability to deal with the
cata-strophic effects of such events.
In the event of a bioterrorist at-tack, health care
professionals willbe first responders for victims whowill require
prophylaxis and treat-ment. Niirses, with a licensed pool of2.9
million in the United States, com-prise the largest group of health
careprofessionals. The roles of profession-al nurses in a disaster
setting varybecause nurses practice in assorted
settings and have diverse educationalbackgrounds and varied
experiences.When disaster happens, all nursesmay be called to
participate; however,there are few or no requirements toeducate RNs
on coping with large-scale trauma in a community affectedby a
disaster.
Literature ReviewDisaster nursing involves pre-
paredness for and response to natu-ral or man-made events that
affectan entire community or communitiesusually involving massive
numbersof casualties and extensive propertydamage (Beaton, 2002).
During disas-ter situations, nursing interventionsoften have
occurred without clearinstruction. Nurses who volunteeredduring the
1985 Puerto Rico floodingreported a lack of direction of
nursingroles (Rivera, 1986). Following thisexperience, nurses
recommended in-clusion of basic guidelines for disasternursing
services in nursing curricula.
Mitani, Kuboyama, and Shiraka-wa (2003) explored the issues
andconcerns that nurses faced whenasked to respond to the 1995
GreatHansbin-Awaji Earthquake event inJapan. Most nursing personnel
re-ported they needed direction becausethey were accustomed to
working inan environment with clearly defined,expected duties.
Suserud and Haljamae (1997) com-pared the performance and
psycho-logical experiences of two groups ofSwedish nurses involved
in disasternursing. Nurses who were educatedfor specific disaster
situations copedbetter mentally and consistently pro-
May 2009, Vol. 48, No. 5 291
-
RESEARCH BRIEFS
vided better care in emergency situa-tions than did nurses who
lacked di-saster education. In addition, thenurses who lacked
disaster educationoften doubted their own competenceand indicated a
lack of confidencein their ability to perform adequatetreatment to
victims.
On September 11, 2001, nursesin the New York area
immediatelyreported to work, and the New YorkState Nurses
Association reportednurses from across the country vol-unteered to
help (North DakotaNurses' Association, 2001). Nursesreported there
were no policies orprocedures, no routines or sched-ules, and no
instruction or direction{Gatto, 2002). Following the Septem-ber
11th terrorist attacks, Orr (2002)reported that although many
nursesreceive training in first aid and in-fectious disease
outbreaks, as well astraining related to fires, multiple ve-hicle
accidents, and plane and traincrashes, most health care
profession-als lack formal preparation to re-spond to mass casualty
disasters andthat few educational institutions orhealth care
facilities provide courseson mass casualty incidents or disas-ters
of this scale.
Although others expect a knowl-edgeable nursing response,
researchshows most nurses are not preparedfor mass casualty
incidents or disas-ters, and their ill preparation is nottheir
fault (Chaffee, Conway-Welch,& Sabatier, 2001). Many nurses
cur-rently licensed to practice nursing,which includes the current
pool ofnurse educators, have not receivedthis needed education.
Regardingmass casualty preparation, there areno educational
competencies man-dated for existing nursing curricula,and there are
no mandatory continu-ing educational courses that exist forthe
current nursing pool (Gebbie &Qureshi, 2002).
Rose and Larrimore (2002) sur-veyed 291 health care staff on
knowl-edge and awareness of chemical andbiological terrorism.
Findings dem-onstrated 53% of the participantsclaimed a willingness
to work duringa terrorist event; however, only 23%answered
knowledge questions cor-
rectly and indicated feeling confidentto render such care.
A 3-year national study by Wein-er, Irwin, Trangenstein, and
Gordon(n.d.) found that 79% of nurse edu-cators selected curriculum
plans asthe best place to increase emphasison disaster
preparedness; however,nationally, nursing programs pro-vided
limited curriculum content indisaster preparedness. In
additional,this study found that approximately75% of the nursing
faculty felt inad-equately prepared in the area of di-saster
preparedness. Hilton and Al-lison (2004) noted nurse educatorswho
are ill informed in education andtraining hesitate in incorporating
di-saster preparedness into the nursingcurriculum.
The purpose of nursing programsis to graduate nurses equipped
withthe basic knowledge and skill to con-tribute to the health and
quality oflife of the individuis and commu-nities in which they
serve. Nurseeducators are challenged to developrelevant curricula
to equip novicenurses for new roles and responsi-bilities needed
for entry-level prepa-ration. In a study of disaster
nursingcurriculum development. Bond andBeaton (2005) found botb
practicingnurses and nursing students indicat-ed a strong need for
disaster nursingcontent. This indicates formal educa-tional
practices regarding mass casu-alty preparation needs to be
includedas part of tbe undergraduate nursingtraining.
PurposeThe primary purpose of this study
was to examine the relationship be-tween faculty knowledge of
educa-tional competencies regarding masscasualty incidents and the
importancethey place on including these compe-tencies in
baccalaureate programs inLouisiana. The research objectiveswere
to:
Evaluate the perceived knowl-edge of educational
competenciesregarding mass casualty incidentsamong nurse educators
currentlyteaching in accredited baccalaiireateprograms.
Examine the importance of in-corporating educationed
competenciesregarding mass casualty incidentsinto the current
curricula of accred-ited baccalaureate programs by
nurseeducators.
Determine whether a rela-tionship exists between the level
ofknowledge and the overall level of im-portance of incorporating
educationalcompetencies regarding mass casual-ty incidents into the
current curriculaof accredited baccalaureate programsas perceived
by nurse educators.
MethodParticipants
The target population for this studywas the faculty of
accredited bacca-laureate nursing programs currentlyteaching theory
or clinical courses orboth. The accessible population con-sisted of
nurse educators employedfull-time by January 1, 2006, in
allaccredited baccalaureate nursing pro-grams in Louisiana.
First, a list of each baccalaureatenursing program currently
accreditedby the state board of nursing was ob-tained. A list of
nurse educators hold-ing current teaching positions alongwith
current e-mail addresses of thelist of educators was obtained
fromeach institution's faculty directoryand verified by
correspondence witha representative of the dean's officeof each
program. After the populationframe of 285 educators of
baccalau-reate nursing programs was estab-lished, a census sampling
techniquewas used for the design of this study.The study was
approved by the uni-versity's institutional review boardprior to
data collection.
InstrumentThe instrument used to collect
data was a questionnaire designed bythe researcher (K.K.W.). The
first partof the instrument identified 51 coreknowledge and
competencies regard-ing mass casualty incidents related tothose
identified by the InternationalNursing Goalition for Mass
CasualtyEducation Competency Committee(2003). For perceived level
of knowl-edge scale, pEirticipants were asked
292 Journal of Nursing Education
-
RESEARCH BRIEFS
to rate their knowledge on a 5-pointscale (1 = not at all
knowledgeable,2 = slightly knowledgeable, 3 = fairlyknowledgeable,
4 = quite knowledge-able, 5 = very knowledgeable). Cron-bach's
alpha internal consistencymeasure for the knowledge scale was0.985,
indicating an excellent esti-mate of reliahility {George &
Mallery,2003).
Participants were asked to rate theimportance of each item for
inclusionin the haccalaureate nursing curricu-lum on a 5-point
scale (1 = not at allimportant, 2 - slightly important, 3 =fairly
important, 4 = quite important,5 = very important). Cronhach's
alphainternal consistency measure for theImportance scale was
0.989, indicat-ing an excellent estimate of reliability(George
& Mallery, 2006).
The second part of the instrumentcollected information on
selected per-sonal and professional characteristicsof the
participants. Content validityof the instrument was established bya
panel of experts consisting of sixnurse educators who were
formerlyor currently employed part-time inaccredited baccalaureate
nursingprograms and had expertise in re-search design. Afler
revisions weremade to the instrument based onthe input from the
panel of experts,the instrument was field tested by asample of
nurse educators teachingin programs other than the baccalau-reate
level.
The instrument for data collec-tion was delivered using an
onlinesurvey delivery service that pro-vided an Internet link to
the instru-ment. In addition, the researchersent a paper version of
the coverletter and questionnaire addressedto each faculty member.
The acces-sible population of 285 educatorsin Louisiana
baccalaureate nursingprograms was asked to complete thesurvey.
ResultsSample
Usable data was collected from166 participants (58%). Of the164
participants who indicated theirage, 49 respondents (30%) were
age
44 and younger, 65 respondents (40%)were age 45 to 54, and 50
respondents(30%) were age 55 and older. Of the160 participants who
provided theiryears of nursing employment, 111 re-spondents (69%)
indicated they had^21 years experience as a nurse and49 respondents
(31%) had ^20 yearsexperience.
For the 161 participants who pro-vided their years of employment
as anurse educator, 29% (ra = 47) reportedhaving worked as a nurse
educator for11 to 20 years. The breakdown for theremaining
participants was almostequally divided, with 25% (n = 40)employed
less than 5 years, 23% (n =37) employed 5 to 10 years, and 23%(n =
37) employed 21 years or longer.
Of the 162 participants who re-ported their primary teaching
area,59% in = 95) indicated adult healthwas their primary teaching
area. Thebreakdown for the remaining respon-dents was fairly
equally dispersed,with the primary teaching area ofother for 15% (n
= 24), child healthfor 10% in = 16), woman's health for9% (n = 15),
and mental health for 7%in = 12). The majority (n = 16) of
re-spondents who listed "other" specifiedcommunity health as their
primaryteaching area.
Level of KnowledgeRespondents were asked to rate
their perceived level of knowledge of51 items pertaining to mass
casualtyincidents on a 5-point scale. The fol-lowing breakdown of
scores was usedto interpret the results: 1 to 1.49 = notat all
knowledgeable, 1.50 to 2.49 =slightly knowledgeable, 2.50 to 3.50
=fairly knowledgeable, 3.51 to 4.50 =quite knowledgeable, and 4.51
to 5 =very knowledgeable.
Participants responded as beingquite knowledgeable for 6 items,
fair-ly knowledgeable for 28 items, andslightly knowledgeable for
17 items.The six items rated highest in per-ceived knowledge were:
demonstratebasic first aid skills (mean = 4.13,SD = 0.99),
demonstrate personalprotective equipment (mean = 4.01,50 = 1.1),
perform head-to-toe as-sessment (mean = 3.63, SD = 1.2),demonstrate
higher order nursing
skills (mean = 3.61, SD = 1.33), dem-onstrate safe medication
administra-tion (mean = 3.55, SD = 1.28), andassess and monitor
during trans-port (mean = 3.53, SD = 1.15). Thesix items rated
lowest were: defineterms relevant to mass casualty in-cidents (mean
= 1.86, SD = 1.12),discuss chain of custody during acrime scene
(mean = 2.06, SO =1.20), demonstrate use of emergencycommunication
(mean = 2.10, SD =1.18), describe the incident commandsystem (mean
= 2.13, SD = 1.27), de-scribe standards of handling humanremains
(mean = 2.15, So = 1.22),and describe decontamination pro-cedures
(mean = 2.17, SD = 1.21).Mean overall knowledge score was2.82 (So =
0.94).
Level of ImportanceRespondents were asked to rate
the level of importance of 51 itemspertaining to mass casualty
incidents.The following breakdown of scoreswas used to interpret
the results: 1to 1.49 = not at all important, 1.50to 2.49 =
slightly important, 2.50 to3.50 = fairly important, 3.51 to 4.50
=quite important, and 4.51 to 5 = veryimportant.
Participants perceived 50 items asquite important, and 1 item as
fairlyimportant. The six items rated high-est were: demonstrate
basic first aidskills (mean = 4.5, SD = 0.77), demon-strate
personal protective equipment(mean = 4.46, SD = 0.83), demon-strate
safe medication administra-tion (mean = 4.37, SD - 0.90), per-form
head-to-toe assessment (mean =4.29, SD = 0.89), use chnical
judg-ment in assessment (mean = 4.26,SD - 0.99), and assess and
monitorduring transport (mean = 4.22, SD =0.94). The items rated
lowest in im-portance were: define terms relevantto mass casualty
incidents (mean =3.35, SD = 1.21), identify resourcesfor media
releases (mean = 3.52,SD = 1.14), discuss chain of custodyduring a
crime scene (mean = 3.63,SD = 1.15), describe role as
nurseepidemiologist (mean = 3.70, SD =1.08), describe the incident
commandsystem (mean = 3.78, SD = 1.14), anddemonstrate use of
emergency com-
May 2009, Vol. 48, No. 5 293
-
RESEARCH BRIEFS
munication (mean = 3.81, SD = 1.27).Mean overall importance
score was4.02 {SD = 0.80).Relationship Between Level ofKnowledge
and Level of Importance
Findings revealed similarities initems were rated the highest in
thelevel of knowledge and those ratedas the most important, as well
asthe items that were rated lowest inknowledge and of least
importance.Five of the six items rated as high-est were the same in
both scales, andfour of the six rated as lowest werethe same in
both scales. Althoughsimilarities existed between rat-ings of
individual items of perceivedknowledge and level of
importance,differences were noted in their rela-tive positions on
the rating scale.Not only were means of the indi-vidual items lower
in the knowledgescale compared with the importancescale, but the
overall mean score forknowledge of 2.82 was lower than theoverall
mean score for importance of4.02.
The relationship between perceivedlevel of knowledge and level
of impor-tance was significant and measuredmoderate (Davis, 1971)
in a positivedirection and magnitude when corre-lated using the
Pearson correlation,r (162) = .33, p < 0.001. The natureof the
association was such that themore knowledge the educators
per-ceived that they had regarding corecompetencies for mass
casualty in-cidents, the higher the level of im-portance they
placed on inclusion ofthese competencies into the
nursingcurriculum.
Conclusion and Implicationsfor Nursing Education
Just as emergency departmentnurses are trauma trained for the
in-evitable, nurses who are generalistsneed to receive training for
the inevi-table because when disaster strikes,it often occurs in
such magnitudethat an enormous pool of nurses willbe needed. In the
event of chemical orbiological warfare, the response mustbe rapid
and coordinated with local,state, and federal agencies to con-
294
trol widespread panic and minimizedeath.
Nurse educators employed full-time in baccalaureate-level
programsin Louisiana demonstrated limitedknowledge regarding mass
casualtyincidents. Nursing education is be-ing faced with a
workforce that didnot receive adequate instruction formass casualty
preparation. This isverified by the findings of tbis study;tbe
overall mean score for knowledgeregarding mass casualty
incidentswas 2.82, with nurse educators' rat-ings being fairly
knowledgeable orlower on 45 of the 51 items on thequestionnaire.
Findings from thisstudy are similar to those reported byRose and
Larrimore (2002) in which23% of health care respondents an-swered
knowledge questions correct-ly regarding chemical and
biologicalterrorism.
Nurse educators employed full-time in baccalaureate-level
programsin Louisiana perceived mass casualtyincident instruction as
quite impor-tant for inclusion in nursing curri-cula. This is
verified by the findingsthat the overall mean score for im-portance
was 4.02, with participantsrating 50 of the 51 items as quite
im-portant or higher. These findings aresimilar to a previous study
by Bondand Beaton (2005), who reportedboth student and practicing
nursesindicated a strong need for disasternursing content.
Nurse educators are accountableto their students, communities,
andsociety at large to prepare graduatesto work in an environment
where thepotential for mass casualty disasteris no longer a low
probability event.The current environment dictates anadjustment of
the curricula to includecontent regarding disaster prepara-tion to
provide nursing students withthe knowledge and skills required
toparticipate in a national emergencyresponse. If the curriculum is
l, it istime to prioritize content and removeless essential
elements. Inclusion ofmass casualty incident training andcore
competencies into nursing curri-cula is long overdue. Further
researchis needed to determine the best place-ment in the
curriculum.
The findings of this study verifiedthere is a positive
relationship be-tween perceived knowledge of masscasualty incidents
and importance ofinclusion of these competencies intothe nursing
curriculum. The moreknowledge nurse educators perceivedthey had
regarding core competen-cies for mass casualty incidents, thehigher
the level of importance theyplaced on inclusion of these
compe-tencies into tbe nursing curriculum.A perception that their
knowledgeis low will have an impact on theirwillingness and ability
to effectivelyincorporate this content into the cur-riculum.
Similarly, Hilton and Alli-son (2004) reported nurse educatorswho
are ill informed in educationand training hesitate in
incorporat-ing disaster preparedness into thenursing
curriculum.
Deans of nursing schools shouldtake immediate steps to identify
apool of educators who can teach, orwith instruction are willing to
teach,mass casualty incident preparation.This selected cadre must
be trainedimmediately by professionals iden-tified as knowledgeable
and highlyexperienced in mass casualty inci-dents such as those
currently serv-ing in the armed forces, U.S. Depart-ment of
Homeland Security, NationalNurses Response Team RNs, and Na-tional
Guard, as well as volunteersfrom agencies such as the AmericanRed
Cross and emergency medicalresponse teams. In a large-scale
di-saster, the cooperation of the civilianand military sectors will
be vital increating an environment of coordi-nated responses with
delineation ofroles, responsibilities, and leader-ship.
Until a cadre of nurse educa-tors acquire and disseminate
thisinformation, the profession will notbe equipped with a group of
self-confident, competent nurses whocan prepare the future
generation ofnurses for disasters of all types.
ReferencesBeaton, R. (2002). Transition to profession-
al practice. Retrieved November 11,2005, from
http://www.son.Washington.
Journal of Nursing Education
-
e(iu/portals/bioterror/Disaster%20Nursing%20NClin%20411%2004%2005%2005.ppt
The black death, 1348. (2001). RetrievedNovember 11, 2005, from
http://www.eyewitnesstohistory.com/plague.htm
Bond, E.F., & Beaton, R. (2005). Disasternursing curriculum
development basedon vulnerability assessment in thePacific
Northwest. Nursing Clinics ofNorth America, 40, 441-51.
Chaffee, M., Conway-Welch, C, & Saba-tier, K. (2001,
July/August). Nursingleaders plan to educate nurses aboutresponse
to mass casualty events. TheAmerican Nurse, 20.
Davis, J.A. (1971). Elementary surveyanalysis. Englewood Cliffs,
NJ: Pren-tice Hall.
Gatto, M. (2002). Nursing at ground zero:A life-changing
experience. The Jour-nal of the New York State Nurses As-sociation,
33(1), 4-S.
Gebbie, K.M., & Qureshi, K (2002). Emer-gency and disaster
preparedness: Corecompetencies for nurses. AmericanJournal of
Nursing, 202(1), 46-51.
George, D., & Mallery, P (2006), SPSS forWindows
step-by-step: A simple guideand reference, 14.0 update {1^
ed.),Boston: Allyn & Bacon.
The great fire of London, 1666. (2004).Retrieved November 11,
2005, fromhttp://www.eyewitne88tohistory.com/londonnre.htm
Hilton, C, & Allison, V. (2004). Disasterpreparedness: An
indictment for actionby nursing educators. The Journal ofContinuing
Education in Nursing, 35,59-65.
International Nursing Coalition for MassCasualty Education
Competency Com-mittee. (2003). Educational competen-cies for
registered nurses respondingto mass casualty incidents.
RetrievedJanuary 26, 2006, from http^/www.
incmce.oi^com petenciespage.htmlMitani, S., Kuboyama, K. &
Shirakawa,
T. (2003). Nursing in sudden-onset di-sasters: Factors and
information thataffect participation. Prehospital andDisaster
Medicine, 18, 359-365.
North Dakota Nurses'Association. (2001).Nurses play a critical
but changingrole in disaster response. Prairie Rose,70(4), 1.
On-, M. (2002). Ready or not, disaster8happen. Online Journal of
Issuesin Nursing, 7(3), Manuscript 2. Re-trieved November 11, 2005,
from http^/www.nursingworld.org/MainMenuC a t e g o r i e s / A N A
M a r k e t p l a c e /ANAPer iod icaU/OJIN/TableofContents/Volume
72002/No3Sept2002/DisastersHappen.aspx
Rivera, A. (1986). Nursing intervention ina disaster.
International Nursing Re-view, 33, 140-142.
Rose, M.A., & Larrimore, K.L. (2002).Knowledge and awareness
concerningchemical and biological terrorism: Con-tinuing education
implications. TheJournal of Continuing Education inNursing, 33,
253-258.
The 79 AX) eruption of Vesuvius, (n.d.). Re-trieved November 11,
2005, from
http://vulcan.fis.uniroma3.it/vesuvio/79_eniption.html
Suserud, B.O., & Haljamae, H. (1997). Act-ing at a disaster
site: Experiences ex-pressed by Swedish nurses. Journal ofAdvanced
Nursing, 25, 155-162.
Veenema, T.G. (2003). Disaster nursingand emergency preparedness
for chemi-cal, biological, and radiological ter-rorism and other
hazards. New York:Springer
Weiner, B., Irwin, M., Trangenstein, T., &Gordon, J. (n.d.).
Emergency prepared-ness curriculum in US nursing schools.Retrieved
July 18, 2005, from www.incmce.org/surveypage.html
May 2009, Vol. 48. No. 5
G E O R G E
U N I V E R S I T Y
Assistant Dean ofDoctoral Studies-School of Nursing
George Mason University, College ofHealth and Human Services.
Schoolof Nursing is seeking an AssistantDean for Doctoral Studies.
Thistenured position is available for thefall of 2009.
George Mason University is a dyna-mic and growing university,
recentlynamed by U.S. News & WorldReport as the #1 national
universityto watch on its list of Up-and-ComingSchools. Mason was
cited as aschool that has recently made themost promising and
innovative chan-ges in academics, faculty, students,campus or
facilities.
This is an exciting nursing leadershipopportunity. The Assistant
Dean willhelp set the direction for the future ofdoctoral studies
in the school. A newD.N.P. (Doctor of Nursing Practice)program is
planned to complementthe Ph.D. program that currentlyboasts over 50
students, with 13graduates in the spring of 2009.
Applicants are expected to have adefined research focus and
potentialfor securing extramural funding. Re-search agendas that
link with currentinitiatives and research teams in pal-liative
care, disability and chronic ill-ness, obesity/nutrition,
emergencypreparedness, forensic nursing, vul-nerable populations,
and gerontologyare particularty desirable. While priorexperience in
higher education is notrequired, the successful candidatewill have
a record of scholarship andevidence of teaching ability consis-tent
with the rank of tenured FullProfessor at a research
university.
Required: Applicant must be a regis-tered nurse with a doctorate
innursing (Ph.D., D.N.S. or D.N.P.).and have a record of
publicationsand history of extramural fundingconsistent with tenure
at the rank ofFull Professor.
George Mason University is an equalopportunity/affirmative
actionemployer dedicated to the goal ofbuilding a culturally
diverse facultyand staff. Women and minority can-didates are
particularly encouragedto apply. Questions may be directedto Mimi
Mahon, Ph.D.. A.P.R.N.,F.A.A.N. and Chair of the SearchCommittee
at: [email protected] or703-993-1932.
Piease apply for position F8652zat http://jobs.gmu.edu/.