Nursing faculty satisfaction with individual, institutional, and leadership factors

Disch, Joanne; Edwardson, Sandra R.; Adwan, Jehad

doi:10.1016/j.profnurs.2004.07.011

Cited by 36 publications

(32 citation statements)

References 20 publications

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“…Literature Review Researchers have examined many factors in relation to nurse faculty job satisfaction, including organizational characteristics (Gormley, 2003;Moody, 1996;Snarr & Krochalk, 1996); vitality/productivity (Disch, Edwardson, & Adwan, 2004;NLN, 2005); empowerment (Johnson, 2001;Reese, 2004;Sarmiento et al, 2004); leadership (Disch et al;Gormley;Reese;Shieh, Mills, & Waltz, 2001); professional autonomy (Gormley); individual characteristics (Disch et al; Moody; NLN), community/collegiality (Kuennen, 2002;NLN); role conflict and ambiguity (Disch et al; Gormley); and burnout (American Association of Colleges of Nursing, 2005;Sarmiento et al). These studies have focused predominantly on faculty in baccalaureate and graduate programs and only one study (NLN) was completed in the past six years.…”

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confidence: 99%

Empowerment and Job Satisfaction in Associate Degree Nurse Educators

Baker

Fitzpatrick²,

Griffin³

2011

Nursing Education Perspectives

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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.

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mentioning

confidence: 99%

Empowerment and Job Satisfaction in Associate Degree Nurse Educators

Baker

Fitzpatrick²,

Griffin³

2011

Nursing Education Perspectives

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“…Particularly, higher levels of autonomy and feedback, improve the level of intrinsic motivation of employees, by increasing their sense of achievement and self-realization at work 15 . Disch et al (2004) and Barrett et al (1992) also identified autonomy and feedback, as job characteristics that determine faculty's satisfaction. Therefore:…”

Section: Methodsmentioning

confidence: 99%

El efecto moderador de la flexibilidad de recursos humanos sobre la relación entre la autonomía o la retroalimentación y la satifacción docente

Michel

Miche

2016

Cuad. Latinoam. Adm.

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The objective of this paper is to explore the relationship between autonomy and feedback with respect to faculty's job satisfaction, as well as the moderating effect of human resource flexibility on the previous relationships. The research problem is posed in the following question: will the moderating effect of human resource flexibility affect on job satisfaction of university teachers? Data to test our hypotheses were collected through questionnaires administered to university professors in the Faculty of Economics and Finance at Juan Misael Saracho Autonomous University (Tarija, Bolivia). Results indicate that both autonomy and feedback are positively related to job satisfaction, which has a positive impact on organizational commitment. Furthermore, human resource flexibility does not affect the relationship between autonomy and faculty satisfaction, but it has a positive moderating effect on the relationship between feedback and faculty satisfaction. Then human resource flexibility is compatible with feedback, this combination is recommended considering its benefit for organizational management, in terms of the positive impact on job satisfaction. These findings could be important inputs for the designing and implementation of human resource policies and flexible work practices, in order to improve the satisfaction of teachers at work and their contributions to the optimal organizational performance.

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“…In depth orientation and training was part of the terms of employment and further opened opportunities for positive forms of support for teaching. Disch, Edwardson, and Adwan [28] found that key sources of satisfaction were being a member of the workplace team, an effective communication system, constructive feedback from colleagues, and supportive networks. Holopainen, Hakulinen-Viitanen, & Tossavainen [29] analyzed studies of nurse teacher jobs and the majority of the findings indicated that positive relationships with students and support from colleagues and management increased job satisfaction.…”

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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Nursing faculty satisfaction with individual, institutional, and leadership factors

Cited by 36 publications

References 20 publications

Empowerment and Job Satisfaction in Associate Degree Nurse Educators

Empowerment and Job Satisfaction in Associate Degree Nurse Educators

El efecto moderador de la flexibilidad de recursos humanos sobre la relación entre la autonomía o la retroalimentación y la satifacción docente

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

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