Sarmiento Teresa P, Laschinger Heather K Spence, Iwasiw Carroll
George Brown College, Toronto, Ontario, Canada.
J Adv Nurs. 2004 Apr;46(2):134-43. doi: 10.1111/j.1365-2648.2003.02973.x.
Empowerment has become an increasingly important factor in determining college nurse educator burnout, work satisfaction and performance in current restructured college nursing programmes in Canada.
This paper reports a study to test a theoretical model specifying relationships among structural empowerment, burnout and work satisfaction.
A descriptive correlational survey design was used to test the model in a sample of 89 Canadian full-time college nurse educators employed in Canadian community colleges. The instruments used were the Conditions of Work Effectiveness Questionnaire, Job Activities Scale, Organizational Relationship Scale, Maslach Burnout Inventory Educator Survey and Global Job Satisfaction Questionnaire.
College nurse educators reported moderate levels of empowerment in their workplaces as well as moderate levels of burnout and job satisfaction. Empowerment was significantly related to all burnout dimensions, most strongly to emotional exhaustion (r = -0.50) and depersonalization (r = -0.41). Emotional exhaustion was strongly negatively related to access to resources (r = -0.481, P = 0.0001) and support (r = -0.439, P = 0.0001). Multiple regression analysis revealed that 60% of the variance in perceptions of job satisfaction was explained by high levels of empowerment and low levels of emotional exhaustion [R(2) = 0.596, F (1, 86) = 25.01, P = 0.0001]. While both were significant predictors of perceived job satisfaction, empowerment was the stronger of the two (beta = 0.49).
The results provide support for Kanter's organizational empowerment theory in the Canadian college nurse educator population. Higher levels of empowerment were associated with lower levels of burnout and greater work satisfaction. These findings have important implications for nurse education administrators.
在加拿大当前重组的大学护理项目中，赋权已成为决定大学护理教育工作者职业倦怠、工作满意度和工作表现的一个日益重要的因素。
本文报告一项研究，以检验一个明确结构赋权、职业倦怠和工作满意度之间关系的理论模型。
采用描述性相关调查设计，在加拿大社区学院任职的89名加拿大全职大学护理教育工作者样本中对该模型进行检验。所使用的工具包括工作有效性条件问卷、工作活动量表、组织关系量表、马氏职业倦怠量表教育工作者版和总体工作满意度问卷。
大学护理教育工作者报告其工作场所的赋权水平中等，职业倦怠和工作满意度水平也中等。赋权与职业倦怠的所有维度均显著相关，与情感耗竭（r = -0.50）和去个性化（r = -0.41）的相关性最强。情感耗竭与资源获取（r = -0.481，P = 0.0001）和支持（r = -0.439，P = 0.0001）呈强烈负相关。多元回归分析显示，高赋权水平和低情感耗竭水平解释了工作满意度感知差异的60%[R(2) = 0.596，F (1, 86) = 25.01，P = 0.0001]。虽然两者都是工作满意度感知的显著预测因素，但赋权是两者中更强的一个（β = 0.49）。
研究结果为坎特的组织赋权理论在加拿大大学护理教育工作者群体中的应用提供了支持。更高的赋权水平与更低的职业倦怠水平和更高的工作满意度相关。这些发现对护理教育管理人员具有重要意义。
