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

179 Pages·2017·1.22 MB·English
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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 2 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). 4 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 5 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 6 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 9 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.

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