Other Titles
Transition to the faculty role
Abstract
Session presented on: Friday, April 4, 2014:
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, perceived independence, general self-esteem, level of locus of control in the work settings, 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 accredited nursing program granting Baccalaureate and/or higher degrees (N= 541) was utilized. Study participants completed four self-report electronic survey instruments measuring psychological variables of career transition, as well as 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 except readiness and personal control (p = .01). Novice nurse educators scored higher in readiness versus more experienced nurse educators who 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 decision 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. Identification of, and investment of financial and human capital support 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.
Sigma Membership
Omicron Delta
Lead Author Affiliation
Davenport University, Grand Rapids, Michigan, USA
Type
Presentation
Format Type
Text-based Document
Research Approach
N/A
Keywords:
Academic Nurse Educator, Career Transition, Academic Role Expectations
Recommended Citation
Goodrich, Robin S., "Transition to academic nurse educator: How does readiness, confidence, and number of children impact career change?" (2014). NERC (Nursing Education Research Conference). 31.
https://www.sigmarepository.org/nerc/2014/presentations_2014/31
Conference Name
Nursing Education Research Conference 2014
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Indianapolis, Indiana, USA
Conference Year
2014
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Transition to academic nurse educator: How does readiness, confidence, and number of children impact career change?
Indianapolis, Indiana, USA
Session presented on: Friday, April 4, 2014:
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, perceived independence, general self-esteem, level of locus of control in the work settings, 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 accredited nursing program granting Baccalaureate and/or higher degrees (N= 541) was utilized. Study participants completed four self-report electronic survey instruments measuring psychological variables of career transition, as well as 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 except readiness and personal control (p = .01). Novice nurse educators scored higher in readiness versus more experienced nurse educators who 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 decision 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. Identification of, and investment of financial and human capital support 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.