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Nurse educator perceptions of structural empowerment and innovative behavior
1Minnesota State University, Mankato School of Nursing, Mankato, Minnesota, USA. julia.hebenstreit@mnsu.edu
Nursing Education Perspectives
|October 16, 2012
Summary
Nurse educators who feel more empowered at work exhibit greater innovative behavior. This study highlights how workplace structures influence nursing education innovation.
Area of Science:
- Nursing Education Research
- Organizational Psychology
Background:
- Nursing faculty face pressure to innovate educational methods.
- Limited research exists on nurse educators' innovative behaviors.
Purpose of the Study:
- To investigate the relationship between structural empowerment and innovative behavior in nurse educators.
- To apply Kanter's theory of structural power to nursing education.
Main Methods:
- A survey was distributed to nurse educators from 150 accredited baccalaureate nursing programs.
- Random selection ensured a representative sample.
Main Results:
- Nurse educators reported moderate levels of structural empowerment.
- A significant positive correlation was found between structural empowerment and innovative behavior.
- Age, academic rank, employment status, and tenure influenced innovative behavior.
- Educators in private institutions perceived higher empowerment than those in public institutions.
Conclusions:
- Workplace structural factors positively impact nurse educators' behavior and attitudes, supporting Kanter's theory.
- Empowerment is a key factor in fostering innovation within nursing education.
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