2.50
Hdl Handle:
http://hdl.handle.net/10755/308170
Category:
Abstract
Type:
Presentation
Title:
Career Commitment of Nurse Faculty
Author(s):
King-Jones, Malena
Lead Author STTI Affiliation:
Gamma Theta
Author Details:
Malena King-Jones, MS, RN, CNE, mjones@niagara.edu
Abstract:

Session presented on: Sunday, November 17, 2013

revious studies indicate that education is positivity correlated with teacher self-efficacy, job satisfaction and career commitment (Niu, 2010; Yang, Kao & Huang, 2006; Robinia & Anderson, 2010).  The purpose of this study was to investigate the relationships of educational coursework, teaching self-efficacy, and career satisfaction to career commitment. 

            This study used a cross-sectional survey design.  An online survey containing three scales: career satisfaction, teacher self-efficacy beliefs and career commitment obtained the demographic and research variables.

            A convenience sample of 549-nurse faculty teaching in 302 public and private nursing schools was obtained.  Demographic and work characteristics of the sample were analyzed with descriptive statistics (means, standard deviations, frequencies and percentages).  The research variables were analyzed with inferential statistics (pearson correlations and multivariate regression analyses).

            Nurse faculty’s total career commitment mean was 65.21 (SD = 11.40, range = 0-84).  The career commitment total scores differed among the faculty who focused on teaching, research and administration.  Teacher self-efficacy (r =0.329, p<0.01) and career satisfaction (r =0.448, p<0.01) both demonstrated significant relationships with career commitment.  Multivariate regression analysis identified career satisfaction accounted for 27% (R2 = 0.275, p<.001) of the career commitment variance when controlling for key demographic variables.

            The results of this study indicate that positive relationships exists among the number of formal graduate credit hours, teaching self-efficacy, career satisfaction and career commitment among nurse faculty.  It is anticipated that nurse faculty will use knowledge derived from this study to develop curriculum for graduate nurse education curriculum.

Keywords:
Career Commitment; Nurse Education; Nurse Faculty
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleCareer Commitment of Nurse Facultyen_GB
dc.contributor.authorKing-Jones, Malenaen_GB
dc.contributor.departmentGamma Thetaen_GB
dc.author.detailsMalena King-Jones, MS, RN, CNE, mjones@niagara.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308170-
dc.description.abstract<p>Session presented on: Sunday, November 17, 2013</p>revious studies indicate that education is positivity correlated with teacher self-efficacy, job satisfaction and career commitment (Niu, 2010; Yang, Kao & Huang, 2006; Robinia & Anderson, 2010).  The purpose of this study was to investigate the relationships of educational coursework, teaching self-efficacy, and career satisfaction to career commitment.  <p>            This study used a cross-sectional survey design.  An online survey containing three scales: career satisfaction, teacher self-efficacy beliefs and career commitment obtained the demographic and research variables. <p>            A convenience sample of 549-nurse faculty teaching in 302 public and private nursing schools was obtained.  Demographic and work characteristics of the sample were analyzed with descriptive statistics (means, standard deviations, frequencies and percentages).  The research variables were analyzed with inferential statistics (pearson correlations and multivariate regression analyses). <p>            Nurse faculty’s total career commitment mean was 65.21 (<i>SD</i> = 11.40, range = 0-84).  The career commitment total scores differed among the faculty who focused on teaching, research and administration.  Teacher self-efficacy (<i>r</i> =0.329, <i>p</i><0.01) and career satisfaction (<i>r</i> =0.448, <i>p</i><0.01) both demonstrated significant relationships with career commitment.  Multivariate regression analysis identified career satisfaction accounted for 27% (R<sup>2</sup> = 0.275, p<.001) of the career commitment variance when controlling for key demographic variables. <p>            The results of this study indicate that positive relationships exists among the number of formal graduate credit hours, teaching self-efficacy, career satisfaction and career commitment among nurse faculty.  It is anticipated that nurse faculty will use knowledge derived from this study to develop curriculum for graduate nurse education curriculum.en_GB
dc.subjectCareer Commitmenten_GB
dc.subjectNurse Educationen_GB
dc.subjectNurse Facultyen_GB
dc.date.available2013-12-19T17:27:49Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:27:49Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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