Those Entitled Millennials: Comparative Analyses of Nursing Faculty and Student Narcissism and Organizational Support Measurements

2.50
Hdl Handle:
http://hdl.handle.net/10755/622000
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Those Entitled Millennials: Comparative Analyses of Nursing Faculty and Student Narcissism and Organizational Support Measurements
Other Titles:
Nursing Student Support Strategies
Author(s):
Kemplin, Kate Rocklein; O'Kain, Peyton Marie
Lead Author STTI Affiliation:
Zeta Alpha
Author Details:
Kate Rocklein Kemplin, DNP, MSN, BNSc, RN, CCEMTP, Professional Experience: 15 years' experience in trauma, critical care, and emergency nursing, including clinical and specialty positions at several US Army posts, received awards for trauma care, civilian and public service; Consultant to Department of Defense; 8 years in education: prehospital trauma, critical care transport, undergraduate-doctoral nursing education teaching research, evidence-based practice, critical care, and clinical component courses; Academic Editor of the Journal of Special Operations Medicine; Authored peer-reviewed publications specific to military healthcare; Served on evidence evaluation team for Army Surgeons General initiative; Part of Wounded Warrior medical research consortia; Instrumental in highlighting DoD policies regarding polytraumatic injuries for which the purple heart is awarded; Research Director, Special Operations Medical Association Scientific Assembly. Author Summary: By trade a specialist in trauma and emergency nursing, Dr. Kemplin's scholarly work provides the first nurse-driven academic studies of Special Forces clinicians’ practice and curricula. She is the first woman appointed by the Special Operations Medical Association as director of research and a frequent speaker and collaborator for military medical initiatives. Dr. Kemplin is a 2012 Jonas Foundation Scholar and is pursuing a second doctorate (PhD, Nursing Science) at Rush University.
Abstract:

Purpose: Internationally, attrition of nurses and nursing faculty is well-documented (Aiken, Sloane, Bruyneel, Van den Heede, Sermeus, & RN4CAST Consortium, 2013; Van den Heede, Florquin, Bruyneel, Aiken, Diya, Lesaffre, & Sermeus, 2013). Intergenerational antagonism between the millennial generation of nursing students who are entering practice and older generations of nurses and nursing faculty may lead to high professional attrition and therefore, poor patient outcomes due to the lack of dedicated, young nurses who feel supported by those who should be mentoring them for the future. Vast generational differences exist between the upcoming cohorts of nurses, i.e. “Millennials” entering practice and those who educate, supervise, and design these millennials’ education and career pathways. Older generations of nurses and nursing faculty often view students and younger nurses as entitled and unprofessional, yet the evidence supporting these assumptions and perceptions is virtually nonexistent.

The scope and purpose is to globally disseminate the results of this innovative nursing research that generated new knowledge of entitlement and narcissism plus organizational support as perceived by intergenerational nursing faculty and student participants. Investigating generational divides between faculty and students is imperative, as such divisions exist in nursing academia, research, and practice. This study demonstrated that students, particularly undergraduate, feel less supported than what faculty believe they provide in supportiveness. Millennial nursing students likely have vastly different expectations of support than previous generations (Goldman & Martin, 2016); anecdotally, such expectations are often perceived by nursing faculty as unbridled entitlement. This generational disconnect between nursing students and faculty can cause tension, miscommunication, and possibly obstruct learning and effective teaching. Exhaustive review of extant literature revealed little-to-no investigation of the relationships between perceived support and measures of entitlement and narcissism in nursing students.

Methods: After institutional review board (IRB) approval, 329 participants were recruited via email and social media; total participants were 110: 56 undergraduate students, 29 graduate students, and 25 faculty. Using psychometrically superb instruments such as the perceived organizational support scale (POSS) (Kottke & Sharafinski, 1988) and the Narcissistic Personality Inventory (NPI) (Ackerman, Donnellan, & Robins, 2012), participants responded anonymously after granting informed consent. The POSS has high internal consistency with a Cronbach's alpha of .97; the NPI has a high Cronbach's alpha of .84.

Results: Multivariate analyses revealed significant differences and predictions of generational perceptions between nursing faculty, undergraduate, and graduate students. We also ran nonparametric analyses (Kruskal-Wallis) to confirm results among the three groups of median scores. Perceptions of support, plus measures of narcissism and entitlement, differed significantly between groups and categories (p < .05; .01; .005; .0005). Despite nursing practice experience and presumed maturity, perceived support, entitlement, and narcissism differed significantly between nursing student groups and nursing faculty. Generational assignment does not appear to influence entitlement as heavily as hypothesized. Faculty feel they are supportive beyond what students reported. There were also strong disparities between participant beliefs regarding what elements of student performance should be factored into grades. 

Conclusions: Despite pervasive cultural stereotypes of millennials, all participants plus categorical designations scored differently than hypothesized on measures of entitlement and narcissism. These new results from this innovative research are supported by previous investigation indicating that millennial learners have different expectations of faculty than older or previous generations (Johanson, 2012). Faculty must begin to consistently examine their own generational characteristics and understand how that influences teaching and students (Roberts, Newman, & Schwartzstein, 2012). Students feel more supported by faculty when interpersonal initiatives bridge generational gaps (Roberts et. al, 2012), such as incorporated technology (Montenery, Walker, Sorensen, Thompson, Kirklin, White, & Ross, 2013). This research should be presented internationally to educate nurse scientists and educators to improve intergenerational relationships in nursing education and throughout the workforce.

Keywords:
Narcissism and Entitlement; Nursing Faculty; Students; Perceived Support
Repository Posting Date:
20-Jul-2017
Date of Publication:
20-Jul-2017
Other Identifiers:
INRC17C03
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleThose Entitled Millennials: Comparative Analyses of Nursing Faculty and Student Narcissism and Organizational Support Measurementsen_US
dc.title.alternativeNursing Student Support Strategiesen
dc.contributor.authorKemplin, Kate Rockleinen
dc.contributor.authorO'Kain, Peyton Marieen
dc.contributor.departmentZeta Alphaen
dc.author.detailsKate Rocklein Kemplin, DNP, MSN, BNSc, RN, CCEMTP, Professional Experience: 15 years' experience in trauma, critical care, and emergency nursing, including clinical and specialty positions at several US Army posts, received awards for trauma care, civilian and public service; Consultant to Department of Defense; 8 years in education: prehospital trauma, critical care transport, undergraduate-doctoral nursing education teaching research, evidence-based practice, critical care, and clinical component courses; Academic Editor of the Journal of Special Operations Medicine; Authored peer-reviewed publications specific to military healthcare; Served on evidence evaluation team for Army Surgeons General initiative; Part of Wounded Warrior medical research consortia; Instrumental in highlighting DoD policies regarding polytraumatic injuries for which the purple heart is awarded; Research Director, Special Operations Medical Association Scientific Assembly. Author Summary: By trade a specialist in trauma and emergency nursing, Dr. Kemplin's scholarly work provides the first nurse-driven academic studies of Special Forces clinicians’ practice and curricula. She is the first woman appointed by the Special Operations Medical Association as director of research and a frequent speaker and collaborator for military medical initiatives. Dr. Kemplin is a 2012 Jonas Foundation Scholar and is pursuing a second doctorate (PhD, Nursing Science) at Rush University.en
dc.identifier.urihttp://hdl.handle.net/10755/622000-
dc.description.abstract<p><strong>Purpose: </strong><span>Internationally, attrition of nurses and nursing faculty is well-documented (Aiken, Sloane, Bruyneel, Van den Heede, Sermeus, & RN4CAST Consortium, 2013; Van den Heede, Florquin, Bruyneel, Aiken, Diya, Lesaffre, & Sermeus, 2013). Intergenerational antagonism between the millennial generation of nursing students who are entering practice and older generations of nurses and nursing faculty may lead to high professional attrition and therefore, poor patient outcomes due to the lack of dedicated, young nurses who feel supported by those who should be mentoring them for the future. Vast generational differences exist between the upcoming cohorts of nurses, i.e. “Millennials” entering practice and those who educate, supervise, and design these millennials’ education and career pathways. Older generations of nurses and nursing faculty often view students and younger nurses as entitled and unprofessional, yet the evidence supporting these assumptions and perceptions is virtually nonexistent.</span></p> <p>The scope and purpose is to globally disseminate the results of this innovative nursing research that generated new knowledge of entitlement and narcissism plus organizational support as perceived by intergenerational nursing faculty and student participants. Investigating generational divides between faculty and students is imperative, as such divisions exist in nursing academia, research, and practice. This study demonstrated that students, particularly undergraduate, feel less supported than what faculty believe they provide in supportiveness. Millennial nursing students likely have vastly different expectations of support than previous generations (Goldman & Martin, 2016); anecdotally, such expectations are often perceived by nursing faculty as unbridled entitlement. This generational disconnect between nursing students and faculty can cause tension, miscommunication, and possibly obstruct learning and effective teaching. Exhaustive review of extant literature revealed little-to-no investigation of the relationships between perceived support and measures of entitlement and narcissism in nursing students.</p> <p><strong>Methods: </strong>After institutional review board (IRB) approval, 329 participants were recruited via email and social media; total participants were 110: 56 undergraduate students, 29 graduate students, and 25 faculty. Using psychometrically superb instruments such as the perceived organizational support scale (POSS) (Kottke & Sharafinski, 1988) and the Narcissistic Personality Inventory (NPI) (Ackerman, Donnellan, & Robins, 2012), participants responded anonymously after granting informed consent. The POSS has high internal consistency with a Cronbach's alpha of .97; the NPI has a high Cronbach's alpha of .84.</p> <p><strong>Results:</strong> Multivariate analyses revealed significant differences and predictions of generational perceptions between nursing faculty, undergraduate, and graduate students. We also ran nonparametric analyses (Kruskal-Wallis) to confirm results among the three groups of median scores. Perceptions of support, plus measures of narcissism and entitlement, differed significantly between groups and categories (<em>p <</em> .05; .01; .005; .0005). Despite nursing practice experience and presumed maturity, perceived support, entitlement, and narcissism differed significantly between nursing student groups and nursing faculty. Generational assignment does not appear to influence entitlement as heavily as hypothesized. Faculty feel they are supportive beyond what students reported. There were also strong disparities between participant beliefs regarding what elements of student performance should be factored into grades. <br /><strong></strong></p> <p><strong>Conclusions: </strong>Despite pervasive cultural stereotypes of millennials, all participants plus categorical designations scored differently than hypothesized on measures of entitlement and narcissism. These new results from this innovative research are supported by previous investigation indicating that millennial learners have different expectations of faculty than older or previous generations (Johanson, 2012). Faculty must begin to consistently examine their own generational characteristics and understand how that influences teaching and students (Roberts, Newman, & Schwartzstein, 2012). Students feel more supported by faculty when interpersonal initiatives bridge generational gaps (Roberts et. al, 2012), such as incorporated technology (Montenery, Walker, Sorensen, Thompson, Kirklin, White, & Ross, 2013). This research should be presented internationally to educate nurse scientists and educators to improve intergenerational relationships in nursing education and throughout the workforce.</p>en
dc.subjectNarcissism and Entitlementen
dc.subjectNursing Facultyen
dc.subjectStudentsen
dc.subjectPerceived Supporten
dc.date.available2017-07-20T20:00:54Z-
dc.date.issued2017-07-20-
dc.date.accessioned2017-07-20T20:00:54Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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