Job Satisfaction and Support for Transitions in the Nursing Academy: A Qualitative Study of Tenured Nursing Faculty who Stay in Academia
By: Sharon Mogen Sussman
Published: 05/16/2012
Uploaded: 11/20/2017
Uploaded by: Pocket Masters
Pockets: 2012 (May) Teachers College Columbia University Ed.D. Dissertations, Gottesman Libraries Archive, Historical Dissertations
Tags: Job satisfaction, qualitative study, tenure nursing faculty

Description/Abstract: The purpose of this qualitative study was to garner insights as to what keeps nursing academicians in the professoriate. Throughout the current nursing shortage, there has been little documented as to those experiences, events, or transitions made by nursing faculty that influence their career choice to remain in academia. An appreciative inquiry approach was implemented to determine considerations motivating those decisions.

This inquiry utilized concept analysis methodology, and data were derived from face-to-face interviews with eleven study participants who were full-time tenured nursing faculty. A demographic survey was also provided to all those interviewed. While the participants were of a homogeneous demographic, they represented baccalaureate and graduate institutions in an urban/suburban metropolitan region. The faculty chosen were from the public as well as private schools of nursing. They were selected through snowball sampling. Boyer's Scholarship

Reconsidered was the framework recounted most often by the narrators.
The findings of this investigation revealed several themes that are important to nursing and nursing academia, the emphasis of which is the process of retaining nursing faculty. Throughout their commitment to scholarship, the study participants asserted their dedication to nursing students and to the nursing profession. For these narrators, this focus fostered job satisfaction. The concept of job satisfaction is of considerable importance to the retention of nursing faculty. Qualified students cannot be accepted to schools of nursing without a sustainable nursing faculty. It is incumbent on the profession to determine strategies that lead to the retention of nursing faculty. It is further necessary to establish long-term policies and practices that maintain an adequate and stable supply of qualified, educated, and a working cadre of nurses; both in the clinical as well as academic realm