An Exploration of Factors that Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs

The United States is in the midst of a nursing faculty shortage, particularly those that provide clinical instruction. Clinical instructors play an integral role in undergraduate nursing education by bridging the gap between theoretical knowledge and nursing practice; this position is also the most...

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Main Author: Astrella, Julie
Format: Online
Language:eng
Created: Oscar Rennebohm Library 2017
Online Access:http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/89
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spelling edcoai_p16315coll4-89 An Exploration of Factors that Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs Astrella, Julie The United States is in the midst of a nursing faculty shortage, particularly those that provide clinical instruction. Clinical instructors play an integral role in undergraduate nursing education by bridging the gap between theoretical knowledge and nursing practice; this position is also the most difficult to recruit for and retain. The factors negatively impacting faculty retention are complex, but research finds that role strain is a prominent reason for job dissatisfaction and a contributor to faculty attrition. This study utilized a mixed methods approach to explore role strain among undergraduate clinical instructors teaching in Wisconsin nursing programs. Of particular interest was the impact of nurse faculty practice on the degree of role strain experienced. Participants were also invited to discuss activities they undertook to relieve role strain. The sample (n=37) was comprised of undergraduate clinical instructors employed by one of four BSN-degree conferring institutions in Wisconsin, all located in an urban setting. Fifty-one percent of participants engaged in nurse faculty practice. Results indicated that clinical instructors experienced varying degrees of role strain and that nurse faculty practice did not reduce role strain, although practicing instructors felt more competent. Role strain was lessened when instructors practiced at the same facility where they taught clinical. Collegial support was a key factor that relieved role strain. Academic institutions were recommended to develop mechanisms for providing collegial support to instructors and to support nurse faculty practice by forming academic-practice partnerships with health care organizations. Doing so may reduce clinical instructor role strain and attrition. Nursing schools - Faculty; Nursing - Study and teaching; Clinical medicine - Study and teaching 2017-05 United States eng Text application/pdf ESC-2017-Astrella Oscar Rennebohm Library Non-exclusive permission granted by the copyright holder (author), authorizing the Oscar Rennebohm Library, Edgewood College, to digitize and distribute the work for nonprofit, educational purposes. Commercial use or profit is prohibited. The copyright owner retains all other rights of the work. http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/89
institution Edgewood College
collection OJS
language eng
format Online
author Astrella, Julie
spellingShingle Astrella, Julie
An Exploration of Factors that Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs
author_facet Astrella, Julie
author_sort Astrella, Julie
title An Exploration of Factors that Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs
title_short An Exploration of Factors that Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs
title_full An Exploration of Factors that Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs
title_fullStr An Exploration of Factors that Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs
title_full_unstemmed An Exploration of Factors that Impact Role Strain among Undergraduate Clinical Instructors Teaching in Wisconsin Nursing Programs
title_sort exploration of factors that impact role strain among undergraduate clinical instructors teaching in wisconsin nursing programs
description The United States is in the midst of a nursing faculty shortage, particularly those that provide clinical instruction. Clinical instructors play an integral role in undergraduate nursing education by bridging the gap between theoretical knowledge and nursing practice; this position is also the most difficult to recruit for and retain. The factors negatively impacting faculty retention are complex, but research finds that role strain is a prominent reason for job dissatisfaction and a contributor to faculty attrition. This study utilized a mixed methods approach to explore role strain among undergraduate clinical instructors teaching in Wisconsin nursing programs. Of particular interest was the impact of nurse faculty practice on the degree of role strain experienced. Participants were also invited to discuss activities they undertook to relieve role strain. The sample (n=37) was comprised of undergraduate clinical instructors employed by one of four BSN-degree conferring institutions in Wisconsin, all located in an urban setting. Fifty-one percent of participants engaged in nurse faculty practice. Results indicated that clinical instructors experienced varying degrees of role strain and that nurse faculty practice did not reduce role strain, although practicing instructors felt more competent. Role strain was lessened when instructors practiced at the same facility where they taught clinical. Collegial support was a key factor that relieved role strain. Academic institutions were recommended to develop mechanisms for providing collegial support to instructors and to support nurse faculty practice by forming academic-practice partnerships with health care organizations. Doing so may reduce clinical instructor role strain and attrition.
publisher Oscar Rennebohm Library
publishDate 2017
url http://digitalcollections.edgewood.edu/cdm/ref/collection/p16315coll4/id/89
_version_ 1801568096422461440

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