In this study 32 of 34 faculty members surveyed at a nursing program at a single purpose institution completed the Stages of Concern About the Innovation teaching experience questionnaire. Two weeks later 29 of the 32 faculty responded to the Open Ended Statement of Concern About the Innovation.

Results from both were compared and analyzed via a sine test. Detailed descriptions of faculty response to selected teaching factors was tabulated according to highest SOC score and academic rank. Chi-square assessed significant correlations among these factors. ANOVA was performed to correlate highest SOC scores and academic rank with selected teaching factors. Chi-square analysis also compared SOC scores with selected teaching experience factors.

A significant positive correlation was found between SOC scores and academic rank and selected teaching experience factors. Higher academic rank, previous use of the innovative teaching techniques, enrollment in an advanced degree program and time spent as member of teaching group were factors associated with higher SOC scores.

The SOC profile revealed that faculty fell into five of the seven Stages of Concern. The study demonstrated that teaching related to education amount of teaching experience and continuing education attendance tended to foster development along the stages of concern continuum.

Implications for future study include a longitudinal study of the same population for changes over time or changes related to selected educational presentations. A qualitative analysis could be performed or the study could be done utilizing a similar population.

Limitations include the small sample size, self selection of the subjects, and the use of Kuhn's theoretical base to describe faculty reaction to the innovation.