Job Satisfaction and Mobility of Nursing Educators

Marriner, Ann; Craigie, David

doi:10.1097/00006199-197709000-00007

Cited by 30 publications

(3 citation statements)

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“…In a study of nurse educators, salary and geographic location were given the most consideration when chosing a job (Marriner & Craigie, 1977). In our study, salary was not a significant factor; however, geographic location was listed as important by 50 percent of the graduates, although it was not significantly related to marital status.…”

Section: Graduatescontrasting

confidence: 46%

Graduate Education in Public Health Nursing: Evaluation and Recommendations

Ray

Flynn

1985

Public Health Nursing

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A survey was conducted of graduates of ten public health nursing master's degree programs that support the aggregate approach to public health nursing. Topics included activities related to the aggregate focus, demographic and employment characteristics, job satisfaction, and reasons for selecting positions. There was a high level of employment among the respondents, and they tended to be satisfied with their jobs. They worked in diverse settings and held positions ranging from staff nurse to top administrator. Although the graduates performed aggregate focus activities in any setting, there were differences in level of performance among persons in the different types of positions. Based on analysis of the data, recommendations are made in areas of graduate programs, graduates, and employers and communities.One of the recent overriding concerns in community health nursing has been the need to reconfirm with others what business we are really in. Over the years, the concept of community health nursing has been reevaluated several times, shifting from a focus on public health principles in the 1950s and

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Section: Graduatescontrasting

confidence: 46%

Graduate Education in Public Health Nursing: Evaluation and Recommendations

Ray

Flynn

1985

Public Health Nursing

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“…Plawecki and Plawecki [32] found that intrinsic factors, such as personal satisfaction of the work itself, were more important than extrinsic factors such as pay. The study by Marriner and Craigie [31] noted the opposite. A Moody [33] study found that the addition of extrinsic factors such as eligibility to receive benefits, opportunities to advance in rank and promotion, and length of annual contract ranged from neutral to positive predictors to job satisfaction.…”

Section: Employment and Terms Of Contractmentioning

confidence: 91%

“…[31,32] There was no clear consensus of whether intrinsic factors were more important than extrinsic factors in affecting employment attraction and retention. Plawecki and Plawecki [32] found that intrinsic factors, such as personal satisfaction of the work itself, were more important than extrinsic factors such as pay.…”

Section: Employment and Terms Of Contractmentioning

confidence: 99%

The evolving role of a clinical instructor in an integrated undergraduate nursing curriculum

O'Rae

Langille

et al. 2016

JNEP

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Undergraduate nursing curriculum is changing to keep pace with the healthcare system. As a result, nursing faculties must consider innovative approaches to clinical instruction. In 2010, one nursing faculty transformed the traditional sessional clinical instructor role into a Nursing Practice Instructor role in order to facilitate the integration between theory and practice in both on and off campus settings. This descriptive qualitative study involved conversational interviews led by Nursing Practice Instructor peer-researchers to elicit the perceptions of how roles have changed from that of a sessional instructor. Eligibility for participation included all Nursing Practice Instructors who previously held a role as a sessional instructor in the same faculty. Data Analysis was done using a content analysis approach where themes within each guiding question were identified and then compared for congruency and further interpretation. Participants felt that there were differences between the sessional Clinical Instructors and Nursing Practice Instructor roles and expectations and as a result of this change, they were more invested in their teaching role based on their ability to integrate the curriculum, the opportunity to engage in the faculty, and contribute to student learning in a more significant way. Overall, the Nursing Practice Instructor role has initiated changes in how clinical instructors are employed and supported, contributing positively to the outcomes associated with an integrated, context-relevant curriculum, and ultimately, fostering future nurses with the ability to make a difference in the healthcare system.

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The effect of centralized decision‐making on work satisfaction among nursing educators

Grandjean

Bonjean

Aiken

1982

Research in Nursing & Health

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The relationship between work satisfaction and centralization of organizational decision-making was examined using survey data from faculty members at four baccalaureate degree schools of nursing, supplemented by interviews with the deans. In a multiple regression analysis, centralization was a significant predictor of satisfaction (p less than .01), with other relevant variables controlled. In tests for statistical interaction, the effect of centralization on satisfaction did not depend on the strength of faculty members' desires for professional autonomy. The results suggested the potential benefits of changes in organizational decision-making to increase faculty participation.

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Job Satisfaction and Mobility of Nursing Educators

Cited by 30 publications

References 0 publications

Graduate Education in Public Health Nursing: Evaluation and Recommendations

Graduate Education in Public Health Nursing: Evaluation and Recommendations

The evolving role of a clinical instructor in an integrated undergraduate nursing curriculum

The effect of centralized decision‐making on work satisfaction among nursing educators

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