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Learning Objective 1: The learner will be able to describe and discuss a minimum of five variables associated with the career commitment of nurse faculty in academic settings.
Learning Objective 2: The learner will be able to identify educational pathways that promote career commitment within nurse faculty in the academic setting.
This study used a cross-sectional survey design. An online survey containing three scales: career satisfaction, teacher self-efficacy beliefs and career commitment obtained the demographic and research variables.
A convenience sample of 549-nurse faculty teaching in 302 public and private nursing schools was obtained. Demographic and work characteristics of the sample were analyzed with descriptive statistics (means, standard deviations, frequencies and percentages). The research variables were analyzed with inferential statistics (pearson correlations and multivariate regression analyses).
Nurse faculty’s total career commitment mean was 65.21 (SD = 11.40, range = 0-84). The career commitment total scores differed among the faculty who focused on teaching, research and administration. Teacher self-efficacy (r =0.329, p<0.01) and career satisfaction (r =0.448, p<0.01) both demonstrated significant relationships with career commitment. Multivariate regression analysis identified career satisfaction accounted for 27% (R2 = 0.275, p<.001) of the career commitment variance when controlling for key demographic variables.
The results of this study indicate that positive relationships exists among the number of formal graduate credit hours, teaching self-efficacy, career satisfaction and career commitment among nurse faculty. It is anticipated that nurse faculty will use knowledge derived from this study to develop curriculum for graduate nurse education curriculum.
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