Role stress and strain among nondoctorally prepared undergraduate faculty in a school of nursing with a doctoral program.
Initiation of a doctoral program within existing schools of nursing causes significant change in organizational structure and function. The role expectations of the current faculty change as well. The purpose of the qualitative study was to identify if role stress and strain are present in nondoctorally prepared undergraduate nursing faculty in a southern university school of nursing with a doctoral program. The design was a qualitative, open-ended interview. The primary research question was: Does the initiation of a doctoral program in a school of nursing impose role stress and strain on nondoctorally prepared faculty members? Academic educators will find our results interesting because faculty report that role stress and strain affect both their teaching and decisions to remain in academia. Use of these findings may contribute toward improved role relationships, better role performance, greater job satisfaction, and decreased job turnover.
Lott
J W
JW
Neonatal Nurse Practitioner Program, Children's Hospital, Cincinnatti, OH.
Anderson
E R
ER
Kenner
C
C
D000328:Adult; D002055:Burnout, Professional / Q000453:epidemiology* / Q000209:etiology / Q000523:psychology; D004511:Education, Nursing, Graduate / Q000592:standards*; D005181:Faculty, Nursing / Q000592:standards*; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D012380:Role; D012718:Set, Psychology; D011795:Surveys and Questionnaires; D014481:United States / Q000453:epidemiology