Whalen Kathleen S
Regis University.
Int J Nurs Educ Scholarsh. 2009;6:Article30. doi: 10.2202/1548-923X.1813. Epub 2009 Sep 21.
This descriptive and multivariate correlational study identifies work-related situations that were perceived as stressful in a sample of part-time clinical affiliate nursing faculty (n = 91) from a western state who teach in baccalaureate programs. The most stressful conditions include being physically and emotionally drained; working outside regular hours; dealing with the number of role expectations; and receiving inadequate monetary compensation. Subjects reported other specific stressful situations related to their work with clinical agencies, universities, and students. The researcher also examined the relationships between selected background factors (number of years of clinical teaching experience, clinical teacher education, and holding a second job), role stress, and job satisfaction. Even though this sample had a high job satisfaction rating, the variable, role stress, was shown to significantly predict job satisfaction. Lastly, implications for nurse educators in baccalaureate programs are explored.
这项描述性和多变量相关性研究，在来自西部某州、于学士学位项目中授课的兼职临床附属护理教员样本（n = 91）中，确定了被视为有压力的与工作相关的情况。最有压力的状况包括身心俱疲；在正常工作时间之外工作；应对多种角色期望；以及获得的金钱补偿不足。受试者报告了与他们在临床机构、大学和学生工作相关的其他特定压力情况。研究者还考察了选定的背景因素（临床教学经验年限、临床教师教育和从事第二份工作）、角色压力和工作满意度之间的关系。尽管该样本的工作满意度评分很高，但变量“角色压力”被证明能显著预测工作满意度。最后，探讨了对学士学位项目中护士教育工作者的启示。
