Date of Award

January 2021

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Carolyn Ozaki

Abstract

A shortage of qualified nurse educators limits the ability of nursing program to increase student enrollment to meet the increased demand for Registered Nurses (RNs) needed to meet current and anticipated healthcare needs across the United States (US). In order to educate more nurses to increase the nursing workforce, qualified nurse educators are necessary to graduate competent nurses with critical thinking and clinical reasoning skills required to provide quality care to complex patients, families and communities. This descriptive study used Herzberg’s Motivation Hygiene theory to explore motivation and hygiene factors that influence nursing faculty job satisfaction and intent to stay in their academic position. An electronic request to participate in the study was sent to nursing faculty in baccalaureate and graduate nursing programs across the US. Participants (N = 299) completed an online Qualtrics survey which included items from the New Faculty Success Scale (Stupnisky, Weaver-Hightower, & Karshokina, 2014), Newcomer Socialization Questionnaire (Haueter, Macan, & Winter, 2003), Dimensions of Part-Time Faculty Job Satisfaction Survey (Hoyt, Howell, & Eggett, 2007), Utrecht Work Engagement Scale (Shaufeli, Bakker, & Salanova, 2006), and Measure of Intent to Stay (Price & Mueller, 986). Items were categorized as motivation and hygiene factors in order to explore their relationship with job satisfaction and intent to stay using multiple regression analysis. A significant relationship between the motivation factors of dedication and recognition and job satisfaction was found. This finding implies that nursing faculty who are dedicated to their work and recognized for their contributions were more likely to experience job satisfaction. Additionally, recognition was found to predict intent to stay in academic positions.

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