Interpersonal communication as perceived by nurse educators in collegial interactions

Area of Science:

• Nursing Education
• Organizational Psychology

Background:

• Supportive collegial relationships are crucial for job satisfaction among nursing faculty.
• Effective communication among faculty impacts the overall work environment and faculty performance.
• Understanding interpersonal dynamics is key to improving nursing education settings.

Purpose of the Study:

• To examine the interpersonal relationships and communication patterns among nursing faculty colleagues.
• To identify factors influencing the supportiveness of collegial interactions and satisfaction with communication.
• To assess the importance of supportive colleagues in the professional lives of nurse educators.

Main Methods:

• A cross-sectional mail survey was conducted using random sampling.
• Data were collected from 222 full-time, female nursing faculty in baccalaureate programs in Texas.
• Anonymous questionnaires gathered information on faculty demographics, work, and collegial communication.

Main Results:

• Actual interpersonal interactions were less supportive than desired, leading to dissatisfaction with collegial communication.
• Supportive colleagues were highly valued by nurse educators.
• Involvement in curriculum revision and perceived faculty effectiveness significantly predicted interaction supportiveness.
• Perceived effectiveness and years of experience were key predictors of satisfaction with communication.

Conclusions:

• Nursing faculty experience a gap between desired and actual supportive collegial communication.
• Enhancing faculty effectiveness and involvement in curriculum development may improve collegial support.
• Addressing communication issues is vital for improving job satisfaction and the work environment in nursing education.