The purpose of this study is to, based on the structure questionnaire, explore the relationships between the role, role stress, social support, organizational commitment and intention to leave of clinical nursing faculty.
The study population was composed of the full-time clinical nursing faculty obtained from two universities of technology, three colleges of technology, and two institutes of technology located in the middle and southern part of Taiwan. 173 completed and qualified questionnaires were received. This yielded a response rate of 70.6%. The measuring instruments deployed in this study were the scale of role clinical nursing faculty, the scale of role stress, the scale of social support, the scale of organizational commitment. The Cronbach's Alpha reliabilities, according to orders, are .923, .862, .882, .767.
The analytical implement in this study consisted of factor analysis, reliability analysis, descriptive statistics, independent t test, one way ANOVA, Pearson product-moment correlation coefficient, multiple regression, and logistic regression analysis.
The results indicated: the role stress and organizational commitment of clinical nursing faculty were significantly influenced by partial demographic variables. The more important the role of researcher or patient care provider was considered, the less role stress clinical nursing faculty would perceive. Role stress demonstrated negative influences to organizational commitment in the direction predicted explaining 24.4% of the variances. Social support was able to reduce role stress, enforce organizational commitment, and mitigate the negative effects to organizational commitment entailed by role stress. Among all kinds of social support, school support boasted the most powerful buffer effect. The critical factor of intention to leave was the affection commitment, which was found to be 91% correctly classified.
According to this research, in terms of clinical nursing faculty, we suggest:
1. Improve the professional and research ability of clinical nursing faculty.
2. Improve the clinical nursing faculty's ability to take care of patients.
In terms of schools:
1. Make plans to initiate curriculums aiming to improve the teaching ability of clinical nursing faculty.
2. Bring in knowledge management as a link between clinical teaching and in-class teaching.
3. Invent strategies to cultivate the human resources of clinical nursing faculty.
4. Construct full-fledged systems for advanced study.
5. School should enhance the supports toward clinical nursing faculty.
6. Construct supportive network among clinical nursing faculty.
In terms of the clinical practice unit:
1. Arrange clinical nurses to assist clinical teachings.
2. Assist clinical nursing faculty to get familiar with the environment.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0828103-103204 |
| Date | 28 August 2003 |
| Creators | Chen, Hsiao-Ming |
| Contributors | Liang-Chih Huang, Kuo-Jen Su, Jin-Feng Uen |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0828103-103204 |
| Rights | withheld, Copyright information available at source archive |
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