Boamah Sheila A, Alumona Chiedozie James, Onyeso Ogochukwu Kelechi, Awosoga Oluwagbohunmi Adetunji
Faculty of Health Sciences, School of Nursing, McMaster University, Hamilton, ON, Canada.
Faculty of Health Sciences, University of Lethbridge, Lethbridge, AB, Canada.
BMC Nurs. 2024 Aug 26;23(1):594. doi: 10.1186/s12912-024-02245-9.
Nursing educators play a critical role in training future nurses, and high turnover can disrupt the training quality and process. This study identified the institutional and personal factors influencing Canadian nursing educators' job satisfaction and turnover intention.
This cross-sectional study used an online survey to obtain the levels of job satisfaction, turnover intention, role description, and institutional and personal/demographic characteristics of nursing faculty across Canadian institutions. Data were analysed using descriptive statistics, chi-square, bivariate linear regression, and hierarchical linear regression.
A total of 645 participants, with a mean ± SD age of 48.82 ± 10.11 years, returned a completed questionnaire. The average/maximum job satisfaction and turnover intention scores were 12.59/20 ± 3.96 and 6.50/15 ± 3.05, respectively. Higher job satisfaction was significantly associated with lower turnover intention (β=-0.559, p < 0.001). The multivariate analysis showed that having a partner or being married (β = 0.086, p = 0.031), working ≤ 40 h weekly (β=-0.235, p < 0.001), teaching ≤ 4 courses annually (β=-0.115, p = 0.007), and having higher than bachelor's degree qualification (β=-0.091, p = 0.042) predicted high job satisfaction, while high turnover intention was associated with faculty in the Prairie region (β = 0.135, p = 0.006) and working ≥ 41 h weekly (β = 0.151, p = 0.001).
Having a partner, manageable workload, and advanced qualifications positively influenced job satisfaction, while high turnover intention was associated with high workloads. Institutions may benefit from ensuring proportionate faculty workloads, fostering career advancement, and providing robust support systems that can stabilise the workforce and preserve the quality of nursing education.
护理教育工作者在培养未来护士方面发挥着关键作用，而高离职率会扰乱培训质量和进程。本研究确定了影响加拿大护理教育工作者工作满意度和离职意愿的机构及个人因素。
这项横断面研究采用在线调查来获取加拿大各机构护理教师的工作满意度、离职意愿、角色描述以及机构和个人/人口统计学特征水平。数据采用描述性统计、卡方检验、双变量线性回归和分层线性回归进行分析。
共有645名参与者返回了完整问卷，其平均年龄±标准差为48.82±10.11岁。工作满意度和离职意愿的平均/最高得分分别为12.59/20±3.96和6.50/15±3.05。较高的工作满意度与较低的离职意愿显著相关（β=-0.559，p<0.001）。多变量分析表明，有伴侣或已婚（β=0.086，p=0.031）、每周工作≤40小时（β=-0.235，p<0.001）、每年授课≤4门课程（β=-0.115，p=0.007）以及拥有高于学士学位的资格（β=-0.091，p=0.042）预示着较高的工作满意度，而较高的离职意愿与草原地区的教师（β=0.135，p=0.006）以及每周工作≥41小时（β=0.151，p=0.001）相关。
有伴侣、可管理的工作量和高学历对工作满意度有积极影响，而较高的离职意愿与高工作量相关。机构可通过确保教师工作量合理、促进职业发展以及提供强大的支持系统来受益，这些系统可稳定员工队伍并保持护理教育质量。
