护士学院对影响心理资本和领导力发展的外部因素的看法
1About the Author Ashley Singh, PhD, DNP, RN, EBP-C, is an assistant professor, Chatham University, Pittsburgh, Pennsylvania. This article was part of her doctoral dissertation. She acknowledges the support of her dissertation committee members at Indiana University of Pennsylvania: Dr. Riah Hoffman, Dr. Kristy Chunta, and Dr. David Piper. Statistical support was provided by Dr. David Phillippi. For more information, contact Dr. Singh at a.singh@chatham.edu .
Nursing education perspectives
|December 26, 2023
概括
组织因素显著影响心理学资本 (PsyCap) 和教师之间的领导力发展意图. 支持性环境增强了PsyCap,这对专业的弹性和成长至关重要.
科学领域:
- 组织心理学 组织心理学
- 领导力研究 领导力研究
- 高等教育 高等教育
背景情况:
- 心理资本 (PsyCap) 包含希望,有效性,弹性和乐观 (HERO).
- PsyCap有助于管理工作场所的挑战,但可能会受到环境因素的负面影响.
- 这些环境因素也影响了追求领导力发展的意图.
研究的目的:
- 探索教师对影响PsyCap的外部因素的看法.
- 调查工作负载,组织支持,资源和激励如何影响PsyCap和领导力发展意图.
- 了解环境影响和教师心理资源之间的相互作用.
主要方法:
- 一个定性,描述性的研究,利用胡塞尔的描述性现象学.
- 探索教师对特定外部因素的看法.
- 深入分析与PsyCap和领导力发展相关的生活经验.
主要成果:
- 出现了三个关键主题:"重置按"",寻求领导力发展的驱动因素"和"作为领导者的教师".
- 外部因素被确定为PsyCap和领导力发展意图的障碍或促进者.
- 教师的经验强调了环境影响对他们的心理资源的重要性.
结论:
- 环境因素对PsyCap和寻求领导力发展的意图都有关键的影响.
- PsyCap的组件对于护理学院实现"重置"或恢复至关重要.
- 组织应积极提供资源和支持,培养和加强教师的心理能力.
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