Empowerment and Job Satisfaction in Associate Degree Nurse Educators

Abstract

The purpose of this study was to examine empowerment, job satisfaction levels, and relationships among 139 associate degree nursing educators.The Conditions of Work Effectiveness II, Psychological Empowerment Scale, and Job Diagnostic Survey were used. Findings indicated that the majority of educators were satisfied with their jobs as nursing faculty and felt empowered in their workplaces. Psychological empowerment demonstrated the strongest positive correlation with job satisfaction. There were no significant differences in empowerment or job satisfaction based on educators' tenure status, educational level, evidence of scholarship, or academic rank. Based on the findings of this study, the authors recommend that deans use resources to provide faculty opportunities to expand their departmental influence and spend more time with students, as well as place faculty in positions that highlight their relevance to the college and nursing program.

Transcultural adaptation and validation of the Conditions of Work Effectiveness - Questionnaire-II instrument

“…In a study with CWEQ-II, whose objective was to evaluate the management capacity of a group of managing and practical nurses, the Cronbach's Alpha was 0.91 (16) ; in another one, authors examined the relation between the perception of 257 nurses of critical areas among empowerment by means of CWEQ-II and the Anticipated Turnover Scale, the result of the Alpha was 0.82 (17) ; on empowerment and satisfaction of teaching nurses, the alpha was 0.84 (18) . Such results indicate lower values than the obtained ones in this research.…”

An Exploration of the Pre-Tenure and Tenure Process Experiences of Canadian Nursing Faculty

“…The mentoring of newly hired professors will become a critical issue for administrators in an increasingly competitive environment and for educators seeking supportive environments to facilitate their successful integration as scholars. Literature exists on organizational culture (Cameron & Quinn, 1999;Johnson, 2009;Tourangeau et al, 2012), psychological empowerment (Baker, Fitzpatrick, & Griffin, 2009;Spreitzer, 1995;Thomas & Velthouse, cited in Spreitzer, 1995, p. 1443, and structural empowerment (Hebenstreit, 2012). Less is known about the overarching question for our study about how organizational culture and the perceived level of psychological and structural empowerment associated with one's work environment impact nursing faculty (Singh, Pilkington, & Patrick, 2014).…”

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

“…[40,41] However, it is also acknowledged that for some CIs it may take years of experience to develop confidence. [40] Over the years, evidence from research in nursing education has demonstrated that these qualities are important in clinical teaching. As such the CI characteristics identified in this study and previous studies could be considered during ongoing professional development workshops and training of CIs to maximise students clinical learning experiences.…”

“…[10] Other authors suggest that some CIs disappear or detach away from the clinical setting because of their incompetence [36] and lack of confidence. [40] CIs need confidence to accomplish their role effectively. [40,41] However, it is also acknowledged that for some CIs it may take years of experience to develop confidence.…”

“…[40] CIs need confidence to accomplish their role effectively. [40,41] However, it is also acknowledged that for some CIs it may take years of experience to develop confidence. [40] Over the years, evidence from research in nursing education has demonstrated that these qualities are important in clinical teaching.…”