Clinical instructors' perceptions of structural and psychological empowerment in academic nursing environments.
The study purpose was to explore clinical instructors' (CIs') perceptions of empowerment in academic nursing environments. Clinical instructors, often part-time faculty, facilitate learning in professional practice environments. However, they also need to function within the academic environment to learn about the curriculum and how students are to be evaluated. The qualitative description method was used to obtain an understanding of CIs' empowerment experiences and to interpret their perceptions within the frameworks of Kanter's structural empowerment and Spreitzer's psychological empowerment theories. Eight CIs from two nursing programs were interviewed for this study. The empowerment components of support and confidence were important, yet insufficient, in CIs' perceptions of their role effectiveness. An implication for CIs was slow development of confidence in their ability to facilitate student learning that was consistent with curriculum goals. Recommendations for CIs and academic faculty are offered to support and retain clinical faculty.
Sandra
S
Wiens
Yolanda
Y
Babenko-Mould
Carroll
C
Iwasiw
D001291:Attitude of Health Personnel; D003479:Curriculum; D004506:Education, Nursing / Q000458:organization & administration*; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D007858:Learning; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D011209:Power, Psychological; D011582:Psychological Theory; D036301:Qualitative Research; D020377:Self Efficacy; D013338:Students, Nursing / Q000523:psychology