Interpersonal communication as perceived by nurse educators in collegial interactions

Using a cross-sectional mail survey and random sampling, the interpersonal aspect of the relationship among nursing faculty colleagues was examined. A sample of 222 full-time, female educators in baccalaureate schools of nursing in Texas returned their anonymous questionnaires, providing information about themselves, their work, and the communication among their faculty colleagues. Findings revealed that actual interpersonal interactions among colleagues were less supportive than was desirable and that nurse educators were dissatisfied with collegial communication. At the same time, having supportive colleagues was found to be a highly important part of their jobs. Degree of involvement in curriculum revision and perceptions of faculty effectiveness in achieving goals were found to explain the most variance in the supportiveness of actual collegial interactions. Perceptions of effectiveness and years of experience in nursing education were found to explain the most variance in satisfaction with collegial communication.