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首页> 外文期刊>Journal of professional nursing: official journal of the American Association of Colleges of Nursing >Nursing faculty satisfaction with individual, institutional, and leadership factors.
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Nursing faculty satisfaction with individual, institutional, and leadership factors.

机译：护理人员对个人，机构和领导因素的满意度。

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摘要

A survey of full-time nursing faculty in Minnesota examined perceptions about individual, institutional, and leadership characteristics. Of 548 surveys sent, 298 responses were analyzed (54 percent). Faculty were, on average, 50.5 years old, female (96 percent), and white (97 percent). Approximately 82 percent would choose nursing again, 63 percent would choose to work in their current institutions, and only 9 percent would not choose a faculty career again. Ninety-eight percent were committed to their careers and 97 percent to the profession. Only 44 percent had confidence in nursing's direction. Similarities among faculty included having input into their roles and time; clarity about their work and goals fitting with the schools' vision and goals; the role of the dean and senior faculty in maintaining the vision; the sense that their opinions are routinely solicited and incorporated; and compensation is not fair for the work that is done. Most (80 percent) felt that there were effective communicationsystems, constructive feedback from colleagues (71 percent), and a supportive network in their departments (55 percent). Differences related mostly to role functions; for example, baccalaureate and graduate faculty were more involved and had greater skills, rewards, and resources in research, and faculty in associate's degree and licensed practical nurse programs perceived greater support for providing patient care. Recommendations are given for creating supportive work environments for faculty.
机译：明尼苏达州对全职护理学院进行的一项调查研究了对个人，机构和领导力特征的看法。在发送的548个调查中，分析了298份答复（占54％）。教师平均年龄为50.5岁，女性（96％）和白人（97％）。大约82％的人会再次选择护理，63％的人会选择在其当前机构工作，只有9％的人不会再选择教师职业。 98％的人致力于职业生涯，97％的人致力于职业。只有44％的人对护理的方向充满信心。教师之间的相似之处包括输入他们的角色和时间;明确其工作和目标是否符合学校的愿景和目标;院长和高级教师在维护愿景方面的作用;他们的意见是例行征求和纳入的感觉;对于完成的工作，赔偿是不公平的。大多数（80％）认为存在有效的沟通系统，同事的建设性反馈（71％）以及部门中的支持性网络（55％）。差异主要与角色功能有关;例如，学士学位和研究生院系的研究工作参与度更高，具有更大的技能，奖励和资源，而副学士学位和获得许可的实践护士系的院系则被认为在提供患者护理方面获得了更大的支持。提出了为教师创建支持性工作环境的建议。

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