The nursing faculty shortage dictates the need to recruit and retain excellence in the academic nurse educator role. This study investigated the relationships among academic nurse educator's levels of readiness, confidence, personal control, support, independence, general self-esteem, work locus of control, and demographic information. This research applies the theory of Experiencing Transitions (Meleis, Sawyer, Im, Messias, & Schumacher 2000) as it relates to nurses' transition to academic nurse educator.
A convenience sample of registered nurses in the United States who hold current full-time employment at an American Association of Colleges of Nursing and/or National League for Nursing accredited nursing program granting Baccalaureate and/or higher degrees (N = 541) was utilized. Study participants completed four self-report electronic survey instruments: Career Transitions Inventory (Heppner, 1988), the Rosenberg Self-Esteem Scale (Rosenberg, 1989), the Work Locus of Control Scale (Spector, 1988), and a demographic survey with additional questions to assess overall satisfaction and intention to stay in the role.
The results indicated significant, positive relationships among all the variables (readiness, confidence, personal control, support, independence, general self-esteem, and work locus of control) except readiness and personal control (p = .01). Relationships among the variables and the demographic data were tested using multivariate analysis of variance. Nurses who had less than or equal to five years in the academic nurse educator role scored higher in readiness, and nurses who had greater than five years scored higher in personal control. Nurses who had no children scored higher in independence, and nurses who had one to two children scored higher in work locus of control. Nurses who were single, never married scored higher in independence. Nurses who held an Academic/Research Doctorate, Non-Nursing scored higher in personal control and work locus of control.
The results of this study provide evidence to support and enhance processes designed to develop and retain nurse academicians. Investment of financial and human capital supportive of academic nurse educators is critical to building and maintaining the faculty pipeline. Advocacy for the Academic/Research Doctorate in Nursing as a terminal degree for academic nurse educators is necessary to advance the science and practice of the profession.
|Advisor:||Rigolosi, Elaine L.|
|Commitee:||Caroselli, Cynthia, Corter, James, Pallas, Aaron|
|School:||Teachers College, Columbia University|
|Department:||Organization and Leadership|
|School Location:||United States -- New York|
|Source:||DAI-B 73/09(E), Dissertation Abstracts International|
|Keywords:||Academic nurse educators, Faculty role, Nurse, Self-esteem, Transition, Work locus of control|
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