Nurses' Perception of Facilitators and Barriers to the Community College Faculty Role

Autor/in	Coppi, Hallie
Titel	Nurses' Perception of Facilitators and Barriers to the Community College Faculty Role
Quelle	(2023), (193 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-1932-1
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; College Faculty; Nursing Education; Teacher Role; Associate Degrees; Teacher Motivation; Teachers; Job Satisfaction; Barriers; Occupational Aspiration; Beginning Teachers; Mentors; Faculty Development; Compensation (Remuneration); Professional Autonomy; Faculty Workload + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Fakultät; Pflegepädagogik; Lehrerrolle; Lehrer; Lehrerin; Lehrende; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Berufsneigung; Berufsziel; Junior teacher; Junglehrer; Abfindung; Kompensation; Lohnausgleich; Berufsfreiheit
Abstract	There is an increased nursing faculty shortage throughout the United States (U.S.) which can have a significant impact on student enrollment in nursing programs. The purpose of this descriptive qualitative study, which was guided by Herzberg's two-factor theory, was to explore perceptions of nursing faculty about their role in community college associate degree nursing (ADN) programs in the western U.S. Data were collected via in-depth semi-structured interviews with 14 nurse educators to gain insights regarding experiences with role transition, work expectations, and plans in academia. Transcribed interview data were thematically analyzed to reveal seven overarching themes which were motivation, role expectations, benefits, job satisfaction, challenges, job dissatisfaction, and career plans. This study involved identifying significant factors that contributed to job satisfaction and dissatisfaction among nurse educators. Implications for nursing education include integrating mentoring for newly hired faculty, increasing support for ongoing educational training, focused changes with fair compensation, encouragement of autonomy, support, and realistic workloads. Future studies should be attempted on a national level to gather data from nursing faculty working in community colleges across the U.S. Encouraging college administrators and nursing leaders to implement supportive adjustments in academia that encourage nurse faculty to enter and stay in teaching roles in order to increase the number of new nurses who are graduating during a time of critical need in the U.S. healthcare system may lead to positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01