The Doctoral Journey: Exploring the Relationship between Workplace Empowerment of Nurse Educators and Successful Completion of a Doctoral Degree

2.50
Hdl Handle:
http://hdl.handle.net/10755/603075
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
The Doctoral Journey: Exploring the Relationship between Workplace Empowerment of Nurse Educators and Successful Completion of a Doctoral Degree
Other Titles:
Leading Doctoral Education in Nursing [Session]
Author(s):
Burrell, Lisa Anne
Lead Author STTI Affiliation:
Mu Psi
Author Details:
Lisa Anne Burrell, RN-BC, CNE, lisa_burrell@bellsouth.net
Abstract:
Session presented on Monday, November 9, 2015: Nursing education and practice trends reflect an increasing need for nurse educators prepared with a doctoral degree. However, more than 50% of doctoral learners never complete the program. The purpose of the study was to examine the relationship between nurse educators’ perceptions of workplace empowerment and completion of a doctoral degree. McClusky’s Theory of Margin served as the theoretical framework to guide the investigation of empowerment as a predictor to doctoral degree completion. The research questions were used to guide the correlation between nurses’ perceptions of empowerment while in a teaching position and completion of a doctoral degree. The study included nurses/nurse educators in two eastern states. A quantitative, correlational design was conducted. A convenience sample of 80 nurses/nurse educators who enrolled in doctoral studies while in a teaching position participated in the study. The Psychological Empowerment Instrument (PEI) was administered as an internet survey to collect the data. Descriptive statistics and logistic regression analysis were conducted to examine the data. Results of the study demonstrated no statistically significant relationship between workplace empowerment and completion of a doctoral degree or workplace empowerment and time to completion of degree (p >.05). The lack of a significant correlation between the variables suggests that empowerment on the job is not a predictor of whether or not a nurse educator will complete a doctoral degree. Recommendations for further research include replicating the study using a larger sample, examining correlations between all but dissertation (ABD) status and empowerment, and conducting qualitative studies designed to examine motivating factors for enrollment in doctoral programs.
Keywords:
nurse educator; doctoral degree; workplace empowerment
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15D13
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleThe Doctoral Journey: Exploring the Relationship between Workplace Empowerment of Nurse Educators and Successful Completion of a Doctoral Degreeen
dc.title.alternativeLeading Doctoral Education in Nursing [Session]en
dc.contributor.authorBurrell, Lisa Anneen
dc.contributor.departmentMu Psien
dc.author.detailsLisa Anne Burrell, RN-BC, CNE, lisa_burrell@bellsouth.neten
dc.identifier.urihttp://hdl.handle.net/10755/603075en
dc.description.abstractSession presented on Monday, November 9, 2015: Nursing education and practice trends reflect an increasing need for nurse educators prepared with a doctoral degree. However, more than 50% of doctoral learners never complete the program. The purpose of the study was to examine the relationship between nurse educators’ perceptions of workplace empowerment and completion of a doctoral degree. McClusky’s Theory of Margin served as the theoretical framework to guide the investigation of empowerment as a predictor to doctoral degree completion. The research questions were used to guide the correlation between nurses’ perceptions of empowerment while in a teaching position and completion of a doctoral degree. The study included nurses/nurse educators in two eastern states. A quantitative, correlational design was conducted. A convenience sample of 80 nurses/nurse educators who enrolled in doctoral studies while in a teaching position participated in the study. The Psychological Empowerment Instrument (PEI) was administered as an internet survey to collect the data. Descriptive statistics and logistic regression analysis were conducted to examine the data. Results of the study demonstrated no statistically significant relationship between workplace empowerment and completion of a doctoral degree or workplace empowerment and time to completion of degree (p >.05). The lack of a significant correlation between the variables suggests that empowerment on the job is not a predictor of whether or not a nurse educator will complete a doctoral degree. Recommendations for further research include replicating the study using a larger sample, examining correlations between all but dissertation (ABD) status and empowerment, and conducting qualitative studies designed to examine motivating factors for enrollment in doctoral programs.en
dc.subjectnurse educatoren
dc.subjectdoctoral degreeen
dc.subjectworkplace empowermenten
dc.date.available2016-03-21T16:42:46Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:42:46Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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