ORGANIZATIONAL CULTURE AND FACULTY USE OF EMPOWERING TEACHING BEHAVIORS IN SELECTED SCHOOLS OF NURSING.
Contributors: Widener University School Of Nursing.
Published: 1993
Number of pages: 206
Subjects: Health Sciences, Nursing.; Education, Higher.
Description: This descriptive-correlational study was designed to: (1) describe faculty perception of organizational culture in selected colleges of nursing, (2) describe empowering teaching behaviors used by faculty in those colleges, and (3) determine if there was a relationship between the two variables. Nonprobability convenience sampling was used to obtain 281 subjects from the full-time nursing faculty in public, Research I universities in the North Central Accreditation area that offer BSN and MSN programs.

The Survey of Organizational Culture (SOC) (Tucker, McCoy, & Evans, 1990) was used to measure faculty perception of organizational culture as 13 subscale scores. The mean total score of the number of "I do this often" behaviors from Part II of the Status and Promotion of Professional Nursing Practice Questionnaire (SPPNPQ) (Carlson-Catalano, 1988) represented the empowering teaching behaviors used by faculty. Statistical significance was set at 0.05. Cronbach alpha was 0.93 for the SPPNPQ and 0.96 for the SOC, with subscale reliability coefficients ranging from 0.54 to 0.86.

Nine of the SOC subscale scores had neutral values falling in the range of 3.00 $\pm$ 0.39. Faculty perceived a lack of involvement in decision-making, but held a moderately positive perception regarding orientation to the customer, the mission of the college of nursing, and the maturity of the administration of the college of nursing.

The mean empowering teaching behaviors score from the SPPNPQ was 19 out of a total score of 40. Hence, subjects in this study did not use empowering teaching behaviors. More than 50% of the faculty answered "I do this often" to 14 items mostly in the categories of collegiality and analytic teaching behaviors.

Using stepwise multiple regression analysis, only one very small relationship ($R\sp2$ =.0138, p =.05) between the SOC 3 subscale (Congruence among Stakeholders) and empowering teaching behaviors was found. Hence, the null hypothesis was supported. Several reasons for the findings were offered. Conclusions, nursing implications, and recommendations for future research were generated.
Notes: Source: Dissertation Abstracts International, Volume: 54-11, Section: B, page: 5602.

Thesis (D.N.SC.)--WIDENER UNIVERSITY SCHOOL OF NURSING, 1993.

School code: 0969.