CROSS INSTITUTIONAL ANALYSIS OF STRESS, JOB SATISFACTION, AND CARING IN THE MASTER'S PREPARED NURSING FACULTY.
Contributors: University of California, Los Angeles.
Published: 1994
Number of pages: 267
Subjects: Education, Higher.; Health Sciences, Nursing.; Health Sciences, Education.
Description: This study investigated how stress, job satisfaction, and caring varied for the master' s prepared undergraduate nursing faculty across institutional settings. It also explored how the stress, job satisfaction, and caring of master's prepared nursing instructors differed from the stress, job satisfaction, and caring of select master's prepared non-nursing faculty groups teaching in similar institutional settings.

A secondary analysis of the Higher Education Research Institute's undergraduate faculty survey (Astin, 1991) captured the responses of 726 master's prepared undergraduate nursing instructors. Cross tabulations of the survey data illustrated how the study's variables differed across institutional settings and across select non-nursing faculty cohorts. Chi-square analyses were used to determine the statistical significance of respondent differences. Qualitative interviews were then conducted with nursing instructors who offered their interpretations of the quantitative survey results.

For most academic disciplines, professional status requires the possession of an advanced degree. However, the undergraduate nursing faculty (regardless of institutional setting) qualifies students for entry-level positions in professional practice. Because of this, undergraduate nursing instructors experience levels and dimensions of stress that are not experienced by other faculty cohorts. They also perceive diminished levels of job satisfaction in terms of autonomy and independence.

The great majority of master's prepared undergraduate nursing faculty members believe that it is very important or essential to: (1) help others who are in difficulty, and (2) provide service to the community. Anticipated changes in the health care delivery system will find professional nurses approaching these goals in new and exciting ways. Evidence suggests that the undergraduate nursing faculty is preparing for the caring alliances of the future in the classrooms of today.

Most undergraduate nursing faculty members are content in their positions, and based upon research findings, immediate policies could be established to make their academic lives less stressful and more rewarding.
Notes: Source: Dissertation Abstracts International, Volume: 55-08, Section: A, page: 2293.

Thesis (ED.D.)--UNIVERSITY OF CALIFORNIA, LOS ANGELES, 1994.

School code: 0031.