Factors Influencing Intent to Stay of Nursing Faculty in Selected Schools of Nursing in Sixteen States within the Southern Region

The current nursing faculty shortage makes understanding intent to stay a step toward slowing the exodus of faculty. A wealth of literature exists on reasons nursing faculty leave academia; however, little research exists on reasons nursing faculty stay. Therefore, the purpose of this study was to discover a parsimonious set of predictor variables for intent to stay in nursing education. An online survey was conducted over six weeks in the spring of 2006 using four instruments, Index of Job Satisfaction, Mentoring Scale, Organizational Commitment Questionnaire, and Leadership Behavior Description Questionnaire. A random cluster sample of schools of nursing in states within the Southern Regional Education Board (SREB) resulted in a sample of 39 nursing schools. In total, there were 316 responses from 782 potential participants; the response rate was 40.4%. Findings indicated that levels of job satisfaction and organizational commitment were within the range for normative means. Intent to Stay scores for one year and three years were high. Although scores were lower for intent to stay five years, there was more variability in scores. Job satisfaction had a significant positive correlation with Intent to Stay in one year and five years. Slightly over half, 55.7% (176), reported having a mentor; however, mentoring scores alone were not found to significantly predict intent to stay. Organizational commitment scores alone significantly predicted intent to stay one year and five years explaining 19.3% and 20.6% of the variance respectively. Mentored faculty scored significantly higher than non-mentored faculty on organizational commitment. Leadership behaviors measuring consideration significantly predicted intent to stay one year and five years, but explained a small amount of variance, 6.8% and 8.5%. Stepwise multiple regression results with all predictor variables indicated that organizational commitment explained 19.7% of the variance in intent to stay one year and 21.2% of the variance in intent to stay five years. There was not a significant prediction for intent to stay three years. Implications for policy and practice are discussed as are topics for future research

Inequalities in Covid-19 Mortality Rates: A Comparison of Black Americans and Republican Americans

It is undeniable that the Covid-19 pandemic has significantly impacted the lives of the majority of Americans. The effects of the Covid-19 virus, however, are not equally distributed among the U.S. population. In particular, Black Americans and Republican Americans experienced disproportionate Covid-19 cases and deaths. This thesis explores the reasons why these two populations experienced unequal Covid-19 outcomes and determines where to place responsibility in each case. Using empirical evidence, I will first investigate the nature of the causes behind these disparities. Then I will highlight the similarities between the causes of unequal Covid-19 outcomes for Black Americans and for Republican Americans. Finally, I will use these comparisons to assess where responsibility should be placed in both cases. This evaluation sheds light on important philosophical principles and suggests policy responses based on responsibility

A Comparison of Communication Practices in Hazing and Domestic Violence Situations

Hazing is an extremely dangerous practice that has plagued society for thousands of years. Despite its extensive history, meaningful solutions are seriously lacking and instead the problem appears to be escalating in frequency and severity. By comparing hazing to domestic violence and using a social constructionist lens to examine the issue, this paper aims to propose solutions. Ultimately, the solution lies in a breaking of the cycle or disruption of the negative patterns in place. However, in order to accomplish this, changes are necessary both within the organizations that generally practice hazing and society

College credit in high school : an examination of the impact of dual credit on college success and completion in Texas

textDual credit, which allows students to simultaneously earn high school and college credit for the same course, is widely-implemented across the country. Dual credit is thought to promote student success in higher education. However, there is limited research on whether dual credit courses taken in high school positively influence college-level outcomes. Using Ordinary Least Squares and Logistic analysis to control for student background characteristics, this study examines the relationship between dual credit and student success in college, specifically freshman grade point average and college graduation. The study examines an existing dataset from the Texas Higher Education Coordinating Board that includes approximately 35,870 students. Results suggest that dual credit positively influences college outcomes.Educational Administratio

Factors Influencing Intent to Stay of Nursing Faculty in Selected Schools of Nursing in Sixteen States within the Southern Region

The current nursing faculty shortage makes understanding intent to stay a step toward slowing the exodus of faculty. A wealth of literature exists on reasons nursing faculty leave academia; however, little research exists on reasons nursing faculty stay. Therefore, the purpose of this study was to discover a parsimonious set of predictor variables for intent to stay in nursing education. An online survey was conducted over six weeks in the spring of 2006 using four instruments, Index of Job Satisfaction, Mentoring Scale, Organizational Commitment Questionnaire, and Leadership Behavior Description Questionnaire. A random cluster sample of schools of nursing in states within the Southern Regional Education Board (SREB) resulted in a sample of 39 nursing schools. In total, there were 316 responses from 782 potential participants; the response rate was 40.4%. Findings indicated that levels of job satisfaction and organizational commitment were within the range for normative means. Intent to Stay scores for one year and three years were high. Although scores were lower for intent to stay five years, there was more variability in scores. Job satisfaction had a significant positive correlation with Intent to Stay in one year and five years. Slightly over half, 55.7% (176), reported having a mentor; however, mentoring scores alone were not found to significantly predict intent to stay. Organizational commitment scores alone significantly predicted intent to stay one year and five years explaining 19.3% and 20.6% of the variance respectively. Mentored faculty scored significantly higher than non-mentored faculty on organizational commitment. Leadership behaviors measuring consideration significantly predicted intent to stay one year and five years, but explained a small amount of variance, 6.8% and 8.5%. Stepwise multiple regression results with all predictor variables indicated that organizational commitment explained 19.7% of the variance in intent to stay one year and 21.2% of the variance in intent to stay five years. There was not a significant prediction for intent to stay three years. Implications for policy and practice are discussed as are topics for future research

How Community Colleges in Texas Prioritize Resources for Latino Men

This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change to ground our analysis. Findings revealed that state and national initiatives, particularly those concerned with enhancing success for students of color, influenced how community college administrators approached change on their campuses. In addition, community college institutional mission, leadership, and a desire for data-informed resource management influenced the approach to resource allocation for Latino men