{'fraction_non_alphanumeric': 0.020181634712411706, 'fraction_numerical': 0.007063572149344097, 'mean_word_length': 5.888888888888889, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Influences on instructional planning.

This study investigated the influences on instructional planning decisions of nurse academics in 12 Colleges of Advanced Education in New South Wales. Questionnaires were completed by 195 respondents and 14 nurse academics in four colleges were interviewed. Questionnaire data were analysed for trends and transcripts of the interviews were analysed for significant themes. The major constraining influences were found to be funding, workload and lack of time. Strong facilitating influences were found to be the academics' backgrounds and their beliefs concerning teaching, nurse academics, student needs, and learning. Other facilitators were heads of nursing schools, interpersonal relationships with people in nursing departments, beliefs about knowledge, students, teaching resources and 'ideal' curricula. The implications of findings for nursing academia, the utility of facilitating factor theory and confirmation of frame theory are discussed.