Dissertation/Thesis Abstract

The quality of mentoring relationships' impact on the occupational commitment of nursing faculty
by Gwyn, Priscilla Gage, Ph.D., Barry University School of Nursing, 2009, 124; 3467002
Abstract (Summary)

Background. There are dwindling numbers of nurses in the professorate due to an increased array of options available to them outside of the professorate, including non-competitive salaries, large numbers of faculty retiring and retiring at a younger age, and burnout. Initiatives, such as mentoring, have been suggested as a means to boost retention in the nursing professorate.

Purpose. To test six hypotheses examining the variables of the quality of mentoring relationships and the number of years of employment in the professorate and to test their relationship to the affective and normative dimensions of occupational commitment among nursing faculty. A second purpose of this study was to examine whether having a mentor was related to nursing faculties' occupational commitment.

Theoretical framework. Blau's four-dimensional theory of occupational commitment as adapted by Gwyn was the theoretical framework for this study. Methods: This quantitative study employed a cross-sectional correlational design in which data were collected at a single point in time using a voluntary convenience sample. Full-time nursing faculty in the State of Florida completed a survey using the Internet consisting of: (1) demographic data, (2) Allen and Eby's Quality of Mentoring Relationships Instrument, and (3) Blau's Occupational Commitment Instrument (n = 133). Responses were analyzed using multiple regression, t-test, and ANOVA.

Results. Statistical support for only part of one hypothesis was found: that between the sum score of the quality of a mentoring relationship and nursing faculty's affective occupational commitment scores (r = .244, p = 0.018). No statistical support for the other five hypotheses was demonstrated.

Conclusion. The most significant implication of these results is within nursing education. Nursing educators could cautiously use these findings to encourage mentoring initiatives and to enhance the quality of the mentoring that occurs in the professorate as it may positively impact retention of nursing faculty.

Indexing (document details)
Advisor: Kleier, Jo Ann
Commitee:
School: Barry University School of Nursing
School Location: United States -- Florida
Source: DAI-B 72/10, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Nursing, Occupational psychology, Health education
Keywords: Mentoring, Nursing faculty, Occupational commitment
Publication Number: 3467002
ISBN: 978-1-124-79153-1
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