Understanding the Lived Experiences of Former MN State Community College Nursing Directors

179 Pages·2017·1.22 MB·English

by  Misun Bormann

St. Cloud State University
theRepository at St. Cloud State
Culminating Projects in Higher Education Department of Educational Leadership and Higher
Administration Education
5-2018
Understanding the Lived Experiences of Former
MN State Community College Nursing Directors
and Deans: Working Together to Identify the
Challenges to Inform Solutions
Misun Bormann
St. Cloud State University,
Understanding the Lived Experiences of Former MN State Community College Nursing
Directors and Deans: Working Together to Identify the Challenges to Inform Solutions
by
Misun L. Bormann

A Dissertation
Submitted to the Graduate Faculty of
St. Cloud State University
in Partial Fulfillment of the Requirements
for the Degree
Doctor of Education
in Higher Education Administration

May 2018

Dissertation Committee:
Steven McCullar, Chairperson
Michael Mills
Mumbi Mwangi
Sue Field
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Abstract
Turnover in academic leadership of nursing programs in our community colleges is a
national problem. This qualitative study explored and documented the stories of six female
practical nursing and associate degree nursing program directors and deans in the MN State
college system, who voluntarily left their positions . This study looked to amplify their voices to
help inform a solution to address the turnover problem. The feminist th eoretical framework with
the Job Characteristics Theory model were used to understand how job characteristics influenced
job outcomes for female nursing directors and deans, and how their lived-in experiences effected
work motivation, performance outcomes, and turnover. Results of this study indicate d the
critical role of relationships wit h supervisors and faculty, the role of gender, the heavy workload,
and the lack of authority had on the experiences of nursing directors and deans. Other subparts
that emerged included the impact of faculty shortages, participants’ experiences in being
prepared for the nursing director or dean role, contracts and compensation, and the desire by all
participants to improve the position to minimize turnover. Recommendations to address this
problem were solicited from the participants as holders of the truth , having lived through the
experience, and therefore in the best position to provide insights. Recommendations included
professional development and mentorship opportunities, standardized job description and
employment contract, centralizing work, administrative support personnel, supporting self-care
and recognition of the work by nursing directors and deans, and creating opportunities for senior
leadership outreach.
3
Acknowledgements
The past four years would not have been possible without the support and encouragement
of many individuals. First I want to thank the faculty and staff at St. Cloud State University, and
in particular the dissertation committee members who made sure I finished this journey. Your
expertise and guidance were critical in seeing me through the research process.
To the six women who shared their stories and were willing to work with me so I could
bring your voices forward to inform a solution – thank you! I am grateful for your strength, your
insightfulness, and willingness to go back and relive difficult moments so that we might somehow
make things better for future nursing directors and deans.
To my family and friends – thank you for your words of encouragement! My colleagues
who were on this journey with me, and have now become friends, I will miss having our regular
interactions. To Carrie McNamer, I will miss our long talks and laugher as we carpooled to class,
along with the many nights sharing a hotel room. To Joy McKenzie, your gentle insightfulness
and empathy when I needed it were gifts from God. To Anne Fischhaber, thank you for your
encouragement and being my final set of eyes on my completed dissertatio.n
Finally, to my wonderful husband Eric and our three children (Caleb, Christian and Alexa),
THANK YOU! Your patience and understanding while I was goneo n endless weekends for class,
and the many days and nights I was locked away in the home ofifce doing homework and research,
instead of being present in your lives. Thank you Eric for picking up the slack at home with the
kids and always being my biggest cheerleader! I give God thanks that He gave me the family and
friends to support me in my life.

“I can do all things through Him who gives me strength ” (Philippians 4:13).
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Table of Contents
Page
List of Tables .................................................................................................................................. 7
List of Figures ..................................................................................................................................8
Chapter
I. Introduction ........................................................................................................................... 9
Statement of the Problem .................................................................................................. 10
Purpose of the Study ......................................................................................................... 11
Signficance of the Study ................................................................................................... 13
Description and Scope of the Research ............................................................................ 14
Research Questions ........................................................................................................... 17
Summary ........................................................................................................................... 17
Definition of Terms........................................................................................................... 18
II. Literature Review .................................................................................................................21
Nursing Education and Leadership ................................................................................... 22
Job Satisfaction ................................................................................................................. 32
Costs of Turnover ............................................................................................................. 40
Theoretical Framework ..................................................................................................... 41
Summary ........................................................................................................................... 48
III. Methodology .........................................................................................................................50
Research Design................................................................................................................ 51
Role of the Researcher ...................................................................................................... 53
Sampling and Procedure ................................................................................................... 55
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Chapter Page
Data Collection Methods .................................................................................................. 59
Analysis............................................................................................................................. 62
Procedure and Timeline .................................................................................................... 64
Human Subject Approval - Institutional Review Board (IRB) ......................................... 65
Summary ........................................................................................................................... 65
IV. Results.....................................................................................................................................67
Participants and Interviews ............................................................................................... 68
Job Characteristics Theory Findings ................................................................................. 74
Impact of Gender .............................................................................................................. 97
Impact of Workload on Women ..................................................................................... 102
Impact of Faculty Shortages on Nursing Directors and Deans ....................................... 106
Pipeline and Preparedness of Nursing Directors and Deans ........................................... 110
Contracts and Compensation .......................................................................................... 116
The Tipping Point ........................................................................................................... 118
Participants' Suggestions to Improve Retention ............................................................. 121
Summary ......................................................................................................................... 126
V. Discussion ..............................................................................................................................128
Discussion ....................................................................................................................... 129
Implications for Research ............................................................................................... 147
Implications for Theory .................................................................................................. 149
Limitations ...................................................................................................................... 152
Implications for Practice ................................................................................................. 153
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Chapter Page
Conclusions ..................................................................................................................... 155
References ....................................................................................................................................157
Appendices
A. Recruitment Email .................................................................................................... 172
B. Informed Consent Letter ................................ ................................ ........................... 173
C. Interview Guide ........................................................................................................ 175
D. Transcript Informed Consent Letter.......................................................................... 177
E. IRB Approval ............................................................................................................ 178
7
List of Tables
Table Page
1. Summary of Participants in Study .................................................................................... 58
2. Participants’ Reported Feedback Experiences with Agents ............................................. 91
3. Participants’ Preparedness Prior to Being Nursing Director or Dean ............................. 112
8
List of Figures
Figure Page
1. Hackman and Oldham’s Job Characteristic’s Theory ...................................................... 47
2. Comparision of Job Characteristic’s Theory and Research Results ............................... 145
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Chapter I: Introduction
Today’s higher education institutions face multiple challenges ranging from
organizational change, leadership, diminishing resources, and external pressures for increased
accountability (Eisele-Dyrli, 2016; Rawls, 2016). As funding support from federal and state
entities diminish, the enrollment pressures higher education institutions face continues to
increase. Simultaneously colleges and universities are tasked with responding to the ever
increasing education and workforce needs of communities, all in an environment of leadership
turnover (Eddy, 2010). These challenges trickle down to the middle managers and program
leaders (Pepper & Giles, 2015). Nursing program directors and deans, as higher education
middle managers, are faced with these burdens along with additional responsibilities of
managing and leading their programs through accreditation, changing practices in the field,
engaging community healthcare partners, and recruitment of students; all in an environment
where there is a nurse faculty shortage (American Association of Colleges of Nursing, 2015a;
Bittner & O’Connor, 2012; Bondus, 2006; Clark et al, 2011).
The role the nursing program directors and deans are charged with is onerous. Mintz-
Binder (2014a) noted, “The program director reflects the vision of the nursing program and its
faculty and students, upholds the policies of the college within which the program resides, and
works to meet standards established by accrediting bodies” (p. 43). Within the Minnesota State
College and University System (MN State), it is a role that is difficult to recruit for with many
positions filled with extended interim directors (Minnesota Board of Nursing, 2016). Yet the
director and dean of nursing are critical in leading the program to meeting the workforce
demands for more nurses.