This descriptive study was designed to investigate the degree of professionalism in nurse educators and the influence of educational background, years of teaching experience, current teaching setting, membership in professional organizations, community service participation, publication and communication activities, and research involvement. The two-part survey instrument included Hall's Professionalism Scale and a specifically designed Behavioral Inventory.

Findings of this study were based on responses from 600 participants: 305 educators from 38 associate degree programs and 295 educators from 21 baccalaureate degree programs in nursing in Texas. Data analysis consisted of cross tabulations, breakdowns, analysis of variance, and Scheffe test to differentiate nurse educators. The Professionalism Scale was analyzed in each the five dimensions by mean scores, and a composite mean was used to indicate the degree of professionalism in the nurse educators. The Behavioral Inventory included activities of publication and communication, research, professional organization membership, community service, and continuing education and was calculated by the mean in each area and a composite mean score.

Significant differences (< .05) were found on the Behavioral Inventory with educators holding doctorates; they were more involved in research, publication and communication activities, and professional organization affiliation. Educators in baccalaureate settings were significantly different (< .05) from educators in associate degree settings; they were more involved in professional activities and had a higher composite score on the Professionalism Scale. Years of teaching experience, research involvement, and publication activities did not influence the degree of professionalism among educators at a significant level (< .05). Educators participating in community activities and those with membership in professional organizations held higher composite scores on the Professionalism Scale and were significantly different (< .05) from nonparticipating educators.

These findings indicated that behavior of professional organization membership, community service participation, educational preparation, and current teaching setting influenced the degree of professionalism in nursing in nurse educators in this sample.