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Organizational Commitment of Nurse Faculty Teaching in Accelerated Baccalaureate Nursing Programs
Laureen M Donovan1, Camille L Payne
1About the Authors Laureen M. Donovan, PhD, RN, CCRN, is assistant professor, School of Nursing, Shepherd University, Shepherdstown, West Virginia. Camille L. Payne, PhD, RN, is professor emeritus, WellStar School of Nursing, Kennesaw State University, Kennesaw, Georgia. The authors thank Editage (www.editage.com) for English language editing. For more information, contact Dr. Donovan at ldonovan@shepherd.edu.
Aim:
The aim of the study was to examine organizational commitment by exploring experiences of faculty in Accelerated Bachelor of Science in Nursing (ABSN) programs.
Background:
ABSN faculty report that the curriculum is intense and fast-paced.
Method:
A cross-sectional survey design was used to examine faculty organizational commitment. A 53-item self-reported survey with closed questions measured organizational commitment, global job satisfaction, and work conditions. ABSN programs were recruited using cluster random sampling from a five-region list of programs; 62 programs were recruited with total faculty participation of 104.
Results:
ABSN faculty were found to be affectively and normatively committed to their organizations. Significant predictor variables of work environment conditions were stress and experiences of shortcomings, professional development, managerial support, and global job satisfaction.
Conclusion:
As ABSN programs continue to flourish, it is important to identify strategies for faculty success within the fast-paced curricula.
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