Exploring the Relationship Between Organizational Culture in Schools of Nursing and Perceived Psychological and Structural Empowerment Among Academic Nursing Faculty Members

Singh, Mina D.

Monday, 22 July 2013: 11:05 AM

Mina D. Singh, PhD, RN¹
F. Beryl Pilkington, PhD¹
Linda J. Patrick, RN, BScN, MA, MSc, PhD²
Nancy Purdy, RN, PhD³
(1)School of Nursing, York University, Toronto, ON, Canada
(2)Faculty of Nursing, University of Windsor, Windsor, ON, Canada
(3)Nursing, Ryerson Univeristy, Toronto, ON, Canada

Learning Objective 1: understand the characteristics of the academic work environments that support pre-tenure faculty with successful role integration as scholars.

Learning Objective 2: How do organizational culture and the perceived level of psychological and structural empowerment associated with one's work environment impact nursing faculty in their work lives

Purpose:

Enrollment levels in undergraduate and graduate programs are increasing in response to current and anticipated nursing shortages, at the same time nursing schools are experiencing faculty shortages due to retirement and therefore are trying to recruit new faculty. These conditions mean that newly hired faculty are at increased risk for burnout and stress due to environmental factors such as lack of support/resources and a heavy workload of teaching, service, and research in a highly competitive environment. Research suggests empowerment increase organizations’ power and effectiveness . Research also suggests mentorship programs are a strategy to provide support to pre-tenure faculty . Given this context, this study seeks to understand the characteristics of the academic work environments that support pre-tenure faculty with successful role integration as scholars. How do organizational culture and the perceived level of psychological and structural empowerment associated with one's work environment impact nursing faculty in their work lives.

Methods:

This study uses a mixed methods design which includes a national survey on organizational culture, and psychological and structural environment in terms of empowering workplaces, followed by optional telephone interviews. The sample includes nursing faculty who have been employed in either a tenure or a tenure track position in Canada for 5 years or less. A mentoring intervention will be developed from the results and will be tested.

Results:

Findings will be discussed using empowerment theory as a framework. The association between organizational commitment, structural empowerment and psychological empowerment will be discussed

Conclusion:

Strategies to promote empowerment and mentorship in nursing faculty will be recommended.

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