Predictors of Work Engagement Among Doctorally-Prepared Nursing Faculty

The shortage of nursing faculty has prompted research to look at ways we can recruit and retain nursing faculty members and concepts such as the work engagement of nursing faculty are one such way we can do so. The existing research creates a strong knowledge base to understand work engagement, and to understand the organizational effects work engagement can have in academic environments. Work engagement is measured by the vigor, absorption and dedication one has to their job. The construct has not been studied in full-time nursing faculty, and there is clear need to do so. A growing body of research supports the study of work engagement within individual occupations and roles as researchers have found that different occupations and roles within experience different types of job demands and job resources (Rothmann, 2005). Additionally, it has been shown that the work engagement of faculty at a university may have a direct influence on student retention (McDonald, 2015). It is essential that we retain our quality nursing faculty, and the study of work engagement is one way we can address the issue.

Work engagement has been shown to decrease turnover, increase organizational commitment and increase career satisfaction (Bakker, Demerouti & Schaufeli, 2003; Bakker, Demerouti & Schaufeli, 2005). In addition, work engagement among faculty has been shown to have a positive correlation to student outcomes (Mancz, 2013; Sokolov, 2017; Parker et al, 2012). It is essential for nursing administration to understand the predictors of work engagement in nursing faculty so that they can then develop and implement strategies that will encourage the retention of valued faculty members. A study is proposed can help provide the foundation necessary for future outcomes-based research, and the economic impact of engaged nursing faculty. In addition, it can hopefully provide support for the allocation of funding and support to include work engagement in quality improvement projects, education based research and the evidence-based support for inclusion into education policies, CCNE accreditation standards and AACN position statements.