Journal
NURSE EDUCATION TODAY
Volume 44, Issue -, Pages 151-156Publisher
CHURCHILL LIVINGSTONE
DOI: 10.1016/j.nedt.2016.05.027
Keywords
Nurse educator; Social cognitive career theory; Self-efficacy; Graduate students
Categories
Funding
- Faculty of Nursing, Chiang Mai University, Thailand [6399 (7.15.5)/2557]
- Centennial Professorship at the University of Alberta
Ask authors/readers for more resources
A shortage of nurse educators generates a systemic problem in nursing education. A model to develop interventions directed at enhancing graduate nursing student interest in assuming a future faculty role is needed. This study used a social cognitive career theory perspective to examine the effects of past performance in teaching and supervision, social influence, observing others teaching, perceived task demands for nurse educators, self efficacy, and outcome expectations on Thai graduate nursing students' (n = 236) interest to become a nurse educator. Results of structural equation modeling analyses revealed that social influence and past performance in teaching and supervision had significant effects on interest to become a nurse educator when mediated by self-efficacy and outcome expectations. Observing others teaching and perceived task demands for nurse educators did not significantly predict interest in faculty roles. These findings provide new knowledge about factors and their influence on the development of interest to assume faculty roles. Implications for nursing education include the design of feasible graduate curricula that enhance students' abilities in faculty role and increases valuation of teaching careers. (C) 2016 Elsevier Ltd. All rights reserved.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available