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Building a Foundation of Evidence to Support Nurses Returning to School: The Role of Empowerment
Wendy L Sarver1, Kelly Seabold, Melissa Kline
1About the Authors Wendy L. Sarver, PhD, RN, NEA-BC, is director of nursing research, Department of Nursing Research, The MetroHealth System, Cleveland, Ohio. Kelly Seabold, MSN, RN, NEA-BC, is director of nursing excellence, Department of Nursing, The MetroHealth System. Melissa Kline, DNP, RN, NEA-BC, is senior vice president, Patient Care Services, and chief nursing officer, Department of Nursing, The MetroHealth System. Contact Dr. Sarver at wsarver@metrohealth.org for more information.
Aim:
The aim of the study was to investigate the role of Kanter's theory of workplace empowerment in nurses' attitude toward returning to school.
Background:
Increasing the percentage of BSNs has a positive effect on outcomes, but few hospitals offer formal support systems beyond tuition reimbursement. Workplace empowerment theory may explain attitudes toward returning to school.
Method:
A mixed-methods design was used with a cross-sectional survey and focus group.
Results:
Significant predictors of attitude toward returning to school (n = 162) were formal power (p = .003), access to support (p = .007), and access to resources (p = .050). Focus group themes (n = 3) were resources important to returning to school/manager support, timing, becoming aware of opportunities after enrolling, and intrinsic desire to return to school.
Conclusion:
Exploring relationships between workplace empowerment and attitudes toward returning to school will guide hospital executives in building support systems for nurses returning to school.
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