Factors Predicting Nurses’ Interest in Becoming Nurse Educators

Abstract

The objectives of this predictive cross sectional study were to explore the factor
predicting nurses’ interest in becoming nursing educators. Research instrument was a
questionnaire developed by the researchers and was used to measure the predictors within social cognitive career theory (Lent, Brown, & Hackett, 2000). Sample of this study were
276 graduated nursing students who were selected by multistage random sampling from 4 nursing faculties. Data were analyzed by using descriptive statistics, Chi-square test and
path analysis.
The findings revealed that approximately 28% of participants had much interest in
becoming nurse educators and 10% had very much interest. Considering factors related to
interest in becoming nurse educators, social influence (β = 0.42, p < 0.01), hiring status of
nurse educators (β = 0.26, p < 0.01), teaching self-efficacy career (β = 0.19, p < 0.01)
and outcome expectancy (β = 0.12, p < 0.01) had direct effect on the interest in becoming
nurse educators. Experiences along with clinical supervision, past studying experience and
task demand for nurse educators had indirect effect on the interest in becoming this career.
Experiences along with clinical supervision had indirect effect on the interest pass through self-efficacy career (β = 0.28, p < 0.01) and outcome expectancy (β = 0.23, p < 0.01).
Past studying experience and task demand for nurse educators had indirect effect on the interest by which they pass through the positive relation to outcome expectancy (β = 0.15,
p < 0.01; β = 0.23, p < 0.01)
According to this study results, there were recommendations for nursing school directors to overcome the shortage of nurse educators through focusing on motivations relating to the opportunity to make personal and social utility values of becoming nurse educators. An expanded focus on individuals’ perceptions regarding their teaching abilities will promise to yield more effective results.