The Relationship of Nursing Faculties' Psychological Empowerment and their Use of Empowering Teaching Behaviors in Baccalaureate Nursing Programs

2.50
Hdl Handle:
http://hdl.handle.net/10755/153668
Type:
Presentation
Title:
The Relationship of Nursing Faculties' Psychological Empowerment and their Use of Empowering Teaching Behaviors in Baccalaureate Nursing Programs
Abstract:
The Relationship of Nursing Faculties' Psychological Empowerment and their Use of Empowering Teaching Behaviors in Baccalaureate Nursing Programs
Conference Sponsor:Sigma Theta Tau International
Conference Year:2002
Conference Date:July, 2002
Author:Brancato, Vera
P.I. Institution Name:Kutztown University
Title:Associate Professor
Objective: To describe the relationship among baccalaureate nursing faculties' use of empowering teaching behaviors, their sense of psychological empowerment in the workplace, and select demographic characteristics. Design: A descriptive-correlational survey research design was used. Population, Sample, Setting, Year: Multistage cluster sampling yielded a random sample of 531 baccalaureate nursing faculty in NLNAC programs across the United States. Data were collected from February-May 2000. Concept or Variables Studied: What empowering teaching behaviors do faculty utilize? What are the perceptions of nursing faculties sense of psychological empowerment? Is there a relationship among select demographic variables, empowering teaching strategies, and psychological empowerment in the workplace? Methods: Three instruments were mailed to the random sample of baccalaureate nursing faculty with a 75% response rate achieved. The SPPNPQ, Part II; Spreitzer's Psychological Empowerment Instrument; and a demographic data sheet were used. Findings: The mean number of empowering teaching behaviors utilized was 19.5 out of 40 which indicates inadequate usage. Analytic and collegiality strategies were utilized the most with fewer use of change and sponsorship strategies. Nursing faculty identified that they have a strong sense of psychological empowerment except for having little impact over decision-making within their departments. A stepwise multiple regression equation revealed that the type of program, course work in empowerment, psychological empowerment and the highest degree obtained accounted for 14% of the variance in the number of empowering teaching behaviors utilized. Conclusions: There is an insufficient use of empowering teaching strategies used by baccalaureate nursing faculty. Fewer change and sponsorship strategies are used. Faculty who teach in only generic BSN programs utilize the fewest number of empowering strategies. Course work im empowerment related significantly to the faculty members utilization of empowering teaching strategies. Twenty five percent of the faculty felt they had little impact over department decisions. Implications: Given the multitude of changes taking place in the health care system, nursing students, as the future workforce, need to be prepared educationally to assume a more powerful and active role in facilitating change. Nursing faculty are the prime facilitators of this endeavor. In order to empower students, nursing faculties must not only feel empowered themselves, but must consistently strive to use empowering teaching behaviors. Nursing faculty need to pursue advanced degrees and participate in course work in empowering teaching strategies. Graduate faculty who teach future nurse educators should strive to role model and use empowering teaching strategies to afford graduate students the experiences necessary to develop their own sense of psychological empowerment and to use teaching strategies to empower students.

Repository Posting Date:
26-Oct-2011
Date of Publication:
Jul-2002
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Relationship of Nursing Faculties' Psychological Empowerment and their Use of Empowering Teaching Behaviors in Baccalaureate Nursing Programsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153668-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Relationship of Nursing Faculties' Psychological Empowerment and their Use of Empowering Teaching Behaviors in Baccalaureate Nursing Programs</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2002</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July, 2002</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Brancato, Vera</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Kutztown University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">brancato@kutztown.edu</td></tr><tr><td colspan="2" class="item-abstract">Objective: To describe the relationship among baccalaureate nursing faculties' use of empowering teaching behaviors, their sense of psychological empowerment in the workplace, and select demographic characteristics. Design: A descriptive-correlational survey research design was used. Population, Sample, Setting, Year: Multistage cluster sampling yielded a random sample of 531 baccalaureate nursing faculty in NLNAC programs across the United States. Data were collected from February-May 2000. Concept or Variables Studied: What empowering teaching behaviors do faculty utilize? What are the perceptions of nursing faculties sense of psychological empowerment? Is there a relationship among select demographic variables, empowering teaching strategies, and psychological empowerment in the workplace? Methods: Three instruments were mailed to the random sample of baccalaureate nursing faculty with a 75% response rate achieved. The SPPNPQ, Part II; Spreitzer's Psychological Empowerment Instrument; and a demographic data sheet were used. Findings: The mean number of empowering teaching behaviors utilized was 19.5 out of 40 which indicates inadequate usage. Analytic and collegiality strategies were utilized the most with fewer use of change and sponsorship strategies. Nursing faculty identified that they have a strong sense of psychological empowerment except for having little impact over decision-making within their departments. A stepwise multiple regression equation revealed that the type of program, course work in empowerment, psychological empowerment and the highest degree obtained accounted for 14% of the variance in the number of empowering teaching behaviors utilized. Conclusions: There is an insufficient use of empowering teaching strategies used by baccalaureate nursing faculty. Fewer change and sponsorship strategies are used. Faculty who teach in only generic BSN programs utilize the fewest number of empowering strategies. Course work im empowerment related significantly to the faculty members utilization of empowering teaching strategies. Twenty five percent of the faculty felt they had little impact over department decisions. Implications: Given the multitude of changes taking place in the health care system, nursing students, as the future workforce, need to be prepared educationally to assume a more powerful and active role in facilitating change. Nursing faculty are the prime facilitators of this endeavor. In order to empower students, nursing faculties must not only feel empowered themselves, but must consistently strive to use empowering teaching behaviors. Nursing faculty need to pursue advanced degrees and participate in course work in empowering teaching strategies. Graduate faculty who teach future nurse educators should strive to role model and use empowering teaching strategies to afford graduate students the experiences necessary to develop their own sense of psychological empowerment and to use teaching strategies to empower students.<br/><br/></td></tr></table>en_GB
dc.date.available2011-10-26T12:25:51Z-
dc.date.issued2002-07en_GB
dc.date.accessioned2011-10-26T12:25:51Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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