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Published on: July 1, 2015
Relationship of Organizational Support, Psychological Capital, and Engagement Among Clinical Nursing Teachers
Ling-Na Kong1, He-Ping Liao, Dun-Xiu Liu
1Associate Professor (Dr Kong), School of Nursing and Lecturer (Dr Liu), Department of General Practice, The First Affiliated Hospital of Chongqing Medical University, Chongqing, China; Associate Professor (Dr Kong) and Lecturer (Dr Liao), School of Nursing, Chongqing Medical University, Chongqing, China; and Lecturer (Dr Chen), Clinical Nursing Teaching and Research Section, Affiliated Hospital of Zunyi Medical University, Zunyi, China.
Background:
Clinical nursing teachers play a critical role in nursing education, and their engagement is important to ensure the quality of clinical teaching.
Purpose:
To describe the level of engagement and determine the relationships among organizational support, psychological capital, and engagement among clinical nursing teachers.
Methods:
A cross-sectional study was conducted among 246 clinical nursing teachers, from 4 teaching hospitals in China, using a self-report questionnaire. The questionnaire measured organizational support, psychological capital, and work engagement.
Results:
Clinical nursing teachers reported a medium level of engagement in teaching. Both organizational support and psychological capital had positive effects on teachers' engagement. Psychological capital partially mediated the relationship between organizational support and engagement.
Conclusions:
Measures to improve organizational support and psychological capital are essential to enhance the engagement among clinical nursing teachers.
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