BACKGROUND:Nurse education has undergone considerable changes creating new opportunities and challenges for nurse teachers. Limited comparative research of the working lives of nurse teachers has been reported, thus similarities and differences that may exist are unidentified. AIM:This paper reports a study of the working lives of nurse teachers in mainland China and the United Kingdom. DESIGN:A cross-sectional questionnaire survey. PARTICIPANTS:Census sample of nurse teachers working in four nursing schools in mainland China (n=3) and the United Kingdom (n=1). The overall response rate was 56.8% (China=61, 61.0%, UK=60, 53.1%). METHODS:Completion of questionnaire specifically developed for the study but comprising six validated tools to collecting data on: job satisfaction, sense of coherence, role conflict and role ambiguity, work empowerment and professional identification. Data on self-reported roles and personal details were also collected. Data were collected between September 2008 and January 2009. RESULTS:Both samples were satisfied with their jobs overall but reported low levels of satisfaction with promotion. Chinese nurse teachers working full-time reported the lowest level for sense of coherence and professional identification. Nurse teachers working full-time in the United Kingdom reported the highest role conflict score. Sense of coherence and work empowerment were significantly and positively correlated to job satisfaction. Role conflict and role ambiguity were negatively correlated (but not always significantly) to job satisfaction and its facets. For respondents in mainland China, professional identification was significantly and positively correlated with overall job satisfaction and its facets. CONCLUSIONS:Strategies to improve job satisfaction with promotion opportunities for both samples are indicated. Respondents working full-time in both mainland China and the United Kingdom experienced greater challenges at work than their part-time colleagues.

译文

背景:护理教育发生了巨大变化,为护理教师创造了新的机遇和挑战。据报道,对护士教师的工作生活进行的比较研究有限,因此尚不清楚可能存在的相似之处和不同之处。
目的:本文对中国大陆和英国的护士教师的工作生活进行了研究。
设计:横断面问卷调查。
参与者:在中国大陆(n = 3)和英国(n = 1)的四所护士学校工作的护士教师的普查样本。总体回应率为56.8%(中国= 61,61.0%,英国= 60,53.1%)。
方法:专为该研究开发的问卷已完成,但包含六个经过验证的工具来收集有关以下方面的数据:工作满意度,连贯感,角色冲突和角色歧义,工作授权和职业认同。还收集了有关自我报告的角色和个人详细信息的数据。在2008年9月至2009年1月之间收集了数据。
结果:两个样本总体上对他们的工作都感到满意,但对晋升的满意度较低。全职工作的中国护士教师报告的连贯性和专业认同感最低。在英国全职工作的护士教师报告了最高的角色冲突得分。连贯感和工作能力与工作满意度显着正相关。角色冲突和角色歧义与工作满意度及其各个方面呈负相关(但并不总是显着相关)。对于中国大陆的受访者而言,职业认同与总体工作满意度及其各个方面呈显着正相关。
结论:提出了通过两个样本来提高工作机会和晋升机会的策略。在中国大陆和英国从事全职工作的受访者比在职工作的同事面临更大的挑战。

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