Factors Influencing the Career Development of Nursing University Faculty Members Involved in Nursing Education for More Than 10 Years

Abstract

A Study of the Career Development Process among University Nursing Faculty

Background: In Japan, the number of nursing colleges has increased rapidly and the number of faculty members has remained flat, resulting in a shortage of nursing college faculty members. There are many reports of difficulties experienced by assistant and assistant professors, but few reports on faculty members with higher positions.

Purpose: The purpose of this study was to clarify the career development process of nursing faculty who have been involved in nursing education for more than 10 years.

Methods: The subjects were 10 university faculty members. Semi-structured interviews were conducted, and the Modified Grounded Theory Approach was used as the analysis method.

RESULTS: The career development process of university nursing faculty members consisted of seven categories: [interest in interpersonal work], [requirements of university nursing faculty], [various situations and all are trials], [my own style of stress coping], [commitment to the organization], [satisfaction of serving students], and [mastery of university education that continues to improve] and 26 The concept consisted of. The research collaborators were interested in interpersonal work and entered graduate school with an eye toward the universityization of nursing. The research collaborators were able to navigate difficult situations and manage stress. Eventually, they found joy and satisfaction in the growth of their students and formed an identity as university faculty. A career development process was revealed in which a sense of belonging and attachment to the workplace strengthened organizational commitment, and when given roles and positions of responsibility, they were motivated to continue working, leading to retention.