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aim The study explored nurse educators' perceptions of the frequency (experience) of caring attributes in their current work environments and the attributes' importance (expectation) in an ideal work environment. background Caring has been linked to only a few components of nurse educators' work satisfaction. However, its influence may be much greater. method A multisite convenience sample (N = 241) completed an adapted version of the Nyberg Caring Assessment Scale©. Paired t-tests, correlations, and content analysis were used to explore experience-expectation gaps results Significant and substantive (p < .01, r > .50) experience-expectation gaps and correlations (p < .05) between demographic and work environment characteristics and caring attributes were found. Sources of and opportunities for caring attributes were identified. conclusion The findings suggest that feeling valued contributes to nurse educators' perceptions of a positive work environment and may inform recruitment and retention strategies. A model is proposed. [ABSTRACT FROM AUTHOR]

AIM This article reports findings from a National League for Nursing-funded research study that examined factors in the psychosocial work environment of academic program directors. BACKGROUND Vacant nursing academic leadership positions continue to rise and remain unfilled for extensive time periods. No recent study has looked at this issue from a national perspective. METHOD An exploratory, descriptive, correlational design with a convenience sample of academic administrators was obtained from NLNAC-accredited programs. The Copenhagen Psychosocial Questionnaire II was the primary instrument used in the study. RESULTS academic administrators (N = 242; response rate: 41.2 percent) validated concerns of increasing position turnover; 59 percent indicated that they were in their current positions for less than five years. Statistically significant correlations were found between job satisfaction, work/family life, role concerns, social support, and recognition. CONCLUSION Proactive interventions are needed to ensure manageable workloads for those in these essential positions. [ABSTRACT FROM AUTHOR]

Aim. Using Kanter's theory of structural power, this study explored whether the degree of structural empowerment as perceived by nurse educators influences the degree of their innovative behavior. Background. Faculty are challenged to reform nursing education via innovation and a departure from traditional pedagogies. Little research on innovative behavior of nurse educators exists in the literature. Method. Nurse educators randomly selected from 150 accredited baccalaureate nursing programs were invited to complete an online survey. Results. The nurse educators perceived themselves as moderately empowered. Significant and positive correlations between structural empowerment and innovative behavior were found. Significant differences in the degree of perceived innovative behavior were associated with age, academic rank, employment status, and tenure status. Nurse educators employed in private institutions perceived greater structural empowerment than those employed in public institutions. Conclusion. The findings support Kanter's belief that workplace environment structures can positively influence workers' behavior and attitudes. [ABSTRACT FROM AUTHOR]

Evidence in higher education supports the practice of active learning as a method of promoting student engagement among college students that has positive effects on problem solving, critical thinking, and persistence. No studies have been reported that evaluate the undergraduate nursing students' level of engagement in college compared with other majors. The purpose of this study was to determine if differences exist between levels of nursing students' engagement and those of education and other health professional students as measured by the National Survey of Student Engagement (NSSE). The NSSE is a self-reporting instrument consisting of 70 items measuring level of academic challenge; student interactions with faculty; supportiveness of the campus environment; participation in active and collaborative learning; and enriching educational experiences. Using a descriptive, correlation design, the study incorporated a secondary analysis of NSSE data collected from freshmen and seniors during 2003. Selected demographic data (freshman or senior status) and NSSE data measuring five benchmarks of engagement were analyzed using ANOVA and t-tests to determine relationships. Freshmen were found to be less engaged than seniors on four of five benchmarks. Nursing and other health profession majors perceived themselves to be significantly less engaged in active and collaborative learning than education majors. Nursing students perceived themselves as significantly more academically challenged than their peers in education and other health professions. Results indicate that although nursing students are engaged in rigorous curricula, they do not perceive themselves to be engaged in student-centered and interactive pedagogies. Implications for further research exploring potential barriers surrounding active and collaborative learning strategies are discussed. [ABSTRACT FROM AUTHOR]