{"title":"护士教员的工作满意度:概念分析。","authors":"Cori Heier, Heather Nelson-Brantley","doi":"10.3928/00220124-20240301-04","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>This study provides an analysis of the concept of nurse faculty job satisfaction.</p><p><strong>Method: </strong>Walker and Avant's (2019) eight-step method guided this analysis. Searches of the CINAHL, PubMed, Medline, and Cochrane databases were performed with the following terms: <i>faculty</i>, <i>nursing</i>, <i>nurs* faculty</i>, <i>nurs* educator</i>, <i>job satisfaction</i>, <i>work satisfaction</i>, and <i>employee satisfaction</i>. Thirty-seven articles published between 2010 and 2022 in the field of nursing were included.</p><p><strong>Results: </strong>Three defining attributes of nurse faculty job satisfaction were identified: psychological empowerment, self-efficacy, and motivational factors (achievement, recognition, responsibility, advancement, work, and growth). Antecedents included mentoring, effective leadership, structural support, and work culture and relationships. The consequences of nurse faculty job satisfaction were commitment (professional and organizational) and work efficiency, which included productivity, creativity, and innovation.</p><p><strong>Conclusion: </strong>This concept analysis showed the attributes of nurse faculty job satisfaction are intrinsic and the antecedents are extrinsic. An operational definition was proposed, and a conceptual model was created. <b>[<i>J Contin Educ Nurs.</i> 2024;55(7):331-337.]</b>.</p>","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Nurse Faculty Job Satisfaction: A Concept Analysis.\",\"authors\":\"Cori Heier, Heather Nelson-Brantley\",\"doi\":\"10.3928/00220124-20240301-04\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>This study provides an analysis of the concept of nurse faculty job satisfaction.</p><p><strong>Method: </strong>Walker and Avant's (2019) eight-step method guided this analysis. Searches of the CINAHL, PubMed, Medline, and Cochrane databases were performed with the following terms: <i>faculty</i>, <i>nursing</i>, <i>nurs* faculty</i>, <i>nurs* educator</i>, <i>job satisfaction</i>, <i>work satisfaction</i>, and <i>employee satisfaction</i>. Thirty-seven articles published between 2010 and 2022 in the field of nursing were included.</p><p><strong>Results: </strong>Three defining attributes of nurse faculty job satisfaction were identified: psychological empowerment, self-efficacy, and motivational factors (achievement, recognition, responsibility, advancement, work, and growth). Antecedents included mentoring, effective leadership, structural support, and work culture and relationships. The consequences of nurse faculty job satisfaction were commitment (professional and organizational) and work efficiency, which included productivity, creativity, and innovation.</p><p><strong>Conclusion: </strong>This concept analysis showed the attributes of nurse faculty job satisfaction are intrinsic and the antecedents are extrinsic. An operational definition was proposed, and a conceptual model was created. <b>[<i>J Contin Educ Nurs.</i> 2024;55(7):331-337.]</b>.</p>\",\"PeriodicalId\":49295,\"journal\":{\"name\":\"Journal of Continuing Education in Nursing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Continuing Education in Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3928/00220124-20240301-04\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/3/7 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q3\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Continuing Education in Nursing","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3928/00220124-20240301-04","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/3/7 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"NURSING","Score":null,"Total":0}
Nurse Faculty Job Satisfaction: A Concept Analysis.
Background: This study provides an analysis of the concept of nurse faculty job satisfaction.
Method: Walker and Avant's (2019) eight-step method guided this analysis. Searches of the CINAHL, PubMed, Medline, and Cochrane databases were performed with the following terms: faculty, nursing, nurs* faculty, nurs* educator, job satisfaction, work satisfaction, and employee satisfaction. Thirty-seven articles published between 2010 and 2022 in the field of nursing were included.
Results: Three defining attributes of nurse faculty job satisfaction were identified: psychological empowerment, self-efficacy, and motivational factors (achievement, recognition, responsibility, advancement, work, and growth). Antecedents included mentoring, effective leadership, structural support, and work culture and relationships. The consequences of nurse faculty job satisfaction were commitment (professional and organizational) and work efficiency, which included productivity, creativity, and innovation.
Conclusion: This concept analysis showed the attributes of nurse faculty job satisfaction are intrinsic and the antecedents are extrinsic. An operational definition was proposed, and a conceptual model was created. [J Contin Educ Nurs. 2024;55(7):331-337.].
期刊介绍:
The Journal of Continuing Education in Nursing is a monthly peer-reviewed journal publishing original articles on continuing nursing education that are directed toward continuing education and staff development professionals, nurse administrators, and nurse educators in all health care settings, for over 50 years.