Author: Anne Rogers GlanovskyPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Correlates of Nursing Faculty Attitudes Toward Professionalism and Their Perceptions of Organizational Climate
Author: Anne Rogers GlanovskyCorrelates of Nursing Faculty Attitudes Towards Professionalism and Their Perceptions of Organizational Climate
Author: Anne Rogers GlanovskyPublisher:
ISBN:
Category : Nurses
Languages : en
Pages : 160
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 458
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 896
Book Description
Perceptions of Nursing Faculty and Administrators about Organizational Climate and Its Effect on Research Productivity in Baccalaureate and Higher Degree Programs of Nursing Education
Author: Joan Elizabeth BaumgardnerPublisher:
ISBN:
Category : Nurse administrators
Languages : en
Pages : 287
Book Description
The Perceptions of Organizational Climate of Nursing Faculty Members and Nursing Education Administrators in Selected Diploma Schools of Nursing
Author: Dixie L. HarmsThe Relationship Between Nurses' Attitudes Toward Professionalism and Their Perceptions of the Employing Organizational Structure
Author: Virginia F. SimmonsPublisher:
ISBN:
Category : Nurses
Languages : en
Pages : 186
Book Description
Faculty Perceptions of the Organizational Climate in Top-ranked Schools of Nursing
Author: Mary Susan Curran HausslerPublisher:
ISBN:
Category : Nursing schools
Languages : en
Pages : 218
Book Description
Generational Differences in Nursing Students' Perceptions of Faculty Caring Behaviors and Presence in Online RN-BSN Programs
Author: Kimberly Cardaci MacarioPublisher:
ISBN:
Category : Intergenerational relations
Languages : en
Pages : 316
Book Description
Faculty-student relationships include overlapping concepts of caring and presence, both of which can have an impact on learning outcomes, satisfaction, and retention. Students of varying generations may have different attitudes and expectations for their academic experience concerning technology and the faculty-student relationship. Based upon the Theory of Human Caring (Watson, 1979) and the Community of Inquiry Framework (Garrison, Anderson, & Archer, 1999), the purpose of this study was to explore how students of different generations perceived caring behaviors by faculty and presence in online RN-BSN pregrams. The study utilized the Organizational Climate for Caring Questionnaire (Hughes, 1993) to measure students' perceptions of faculty caring behaviors, the Community of Inquiry Survey Instrument (Arbaugh et al., 2008) to measure students' perceptions of presence, and a researcher-developed demographic questionnaire. Participants were recruited from online RN-BSN programs within the northeast region of the United States to complete an online survey. Results showed no difference between generational perceptions of caring; however, millennials reported statistically significant higher perceptions of social presence when compared with non-millennials. Although generation was not a predictor of caring, all Presence subscales were positively and significantly correlated with the total caring score. Also, the number of online courses a student has taken was negatively and significantly correlated with total caring scores. Teaching presence and the reported number of online courses were significant predictors of the students' perceptions of caring in online courses.
Organizational Climate, Role Ambiguity, Role Conflict and Nurse Faculty Work Role Balance
Author: Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The mission for faculty in university and college settings is generally three-part and encompasses teaching, research, and service. Nurse faculty have struggled to balance work and understand the changing views of scholarship. A number of factors affect faculty commitment to the academic organization, and can influence behavior and attitude in the workplace. No research was found that explored the effect of organizational climate, role ambiguity, role conflict, and nurse faculty work role balance on faculty organizational commitment and turnover intention. The purpose of this study was to examine how organizational commitment and turnover intention are influenced by organizational climate, role ambiguity, role conflict and nurse faculty work role balance in departments/colleges of nursing in Carnegie Doctoral/Research Universities - Extensive, public and private, not-for-profit institutions. The research was based on Meyer and Allen's Multidimensional Model of Organizational Commitment (Allen & Meyer, 1990). The sample was comprised of full-time tenure track, doctorally prepared nurse faculty. Forty-five schools of nursing and 316 full-time tenure track, doctorally prepared nurse faculty participated in the study. This non-experimental descriptive correlational study was conducted using an e-mailed approach. Zoomerang TM, a survey software package, was used for confidential and secure electronic data collection. Pearson correlation, analysis of variance, and logistical regression were computed to analyze the relationships and evaluate the predictive quality of organizational climate, nurse faculty work role balance, role ambiguity, role conflict, and organizational commitment on turnover intention. Path analysis was completed to test the fit of the correlation matrix against the causal model. Role ambiguity and role conflict scores were affected by low, moderate, and high levels of the research, teaching, and service components of work role balance. Significant negative relationships (p