Professional engagement is multi-faceted and contributes to recruitment and retention of nursing faculty. Meeting attendance and interaction with peers and administration are two critical components of faculty engagement. Nursing faculty must be mentored and guided by peers and leaders to successfully facilitate the role transition from practice to academia. It is posited these relationships and support offer opportunities for engagement, thereby facilitating recruitment and retention. Nursing faculty in hospital-based diploma nursing schools from a single health system have demonstrated a lack of professional engagement through poor meeting attendance and a lack of interaction with peers and administration. Poor professional engagement can contribute to limited individual investment within the school and a lack of unity among faculty. In this cross-sectional, descriptive study, eighty-five nursing faculty across four hospital-based diploma nursing schools within a single health system were recruited and fifty nursing faculty responded. Participants were surveyed to assess their experiences regarding mentoring and onboarding and their self-reported level of work engagement. The Utrecht Work Engagement Scale (UWES-17) was utilized as the self-reporting survey to measure professional engagement of the nursing faculty. This study sought to examine self-reported experiences with mentoring and onboarding in relation to levels of work engagement measured using the UWES-17 tool. No statistically significant findings were identified between work engagement scores and formal or informal experiences with mentoring. There was also no correlation between work engagement scores and self-disclosed demographic information. This study prompts further investigation into the effects of formal mentoring and the potential contributors of work engagement for nursing faculty.
|Advisor:||Ingel, Renee M.|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Nursing, Business administration, Management, Occupational psychology, Labor relations, Vocational education, Health care management|
|Keywords:||Worker engagement, Nurse faculty, Professional engagement , Recruitment strategies, Peer support, Nursing schools, Individual investment|
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