Nurse educator perceptions of structural empowerment and innovative behavior.
OBJECTIVE
Using Kanter's theory of structural power, this study explored whether the degree of structural empowerment as perceived by nurse educators influences the degree of their innovative behavior.


BACKGROUND
Faculty are challenged to reform nursing education via innovation and a departure from traditional pedagogies. Little research on innovative behavior of nurse educators exists in the literature.


METHODS
Nurse educators randomly selected from 150 accredited baccalaureate nursing programs were invited to complete an online survey.


RESULTS
The nurse educators perceived themselves as moderately empowered. Significant and positive correlations between structural empowerment and innovative behavior were found. Significant differences in the degree of perceived innovative behavior were associated with age, academic rank, employment status, and tenure status. Nurse educators employed in private institutions perceived greater structural empowerment than those employed in public institutions.


CONCLUSIONS
The findings support Kanter's belief that workplace environment structures can positively influence workers' behavior and attitudes.
Minnesota State University, Mankato School of Nursing, Mankato, Minnesota, USA. julia.hebenstreit@mnsu.edu
Julia J
JJ
Hebenstreit
D000328:Adult; D003430:Cross-Sectional Studies; D004059:Diffusion of Innovation; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research; D009741:Nursing Staff, Hospital; D011209:Power, Psychological; D011231:Preceptorship / Q000379:methods*; D036301:Qualitative Research; D011795:Surveys and Questionnaires; D055815:Young Adult