Relationships among faculty practice involvement, perception of role stress, and psychological hardiness of nurse educators.
This study examined the relationships of role stress and psychological hardiness and identified predictors of role stress in nurse educators overall and in those either involved or not involved in faculty practice. In addition, the study examined differences in psychological hardiness and role stress between nurse educators either involved or not involved in faculty practice. Data were obtained through three mailed self-report questionnaires from 871 nurse educators employed full-time in a National League for Nursing (NLN)-accredited school of nursing with both undergraduate and graduate programs. The findings revealed significant negative correlations between role stress and psychological hardiness and between components of role stress and components of psychological hardiness. Predictors of role stress were identified. No significant difference was found in role stress or in psychological hardiness between nurse educators involved and those not involved in faculty practice.
Lambert
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Medical College of Georgia School of Nursing, Augusta 30912.
Lambert
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VA
D000328:Adult; D000368:Aged; D002055:Burnout, Professional / Q000453:epidemiology / Q000523:psychology*; D003220:Conflict, Psychological; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D008297:Male; D008603:Mental Health; D008875:Middle Aged; D015402:Nursing Education Research; D009734:Nursing Faculty Practice; D011237:Predictive Value of Tests; D012307:Risk Factors; D012380:Role; D012649:Self Concept; D011795:Surveys and Questionnaires