Research for Evidence Based Practice

Organizational Commitment of N

urse Faculty Teaching in Accelerated Baccalaureate Nursing Programs Laureen M. Donovan and Camille L. Payne

ABSTRACT

AIM The aim of the study was to examine organizational commitment by exploring experiences of faculty in Accelerated Bachelor of Science in Nursing (ABSN) programs. BACKGROUND ABSN faculty report that the curriculum is intense and fast-paced. METHOD A cross-sectional survey design was used to examine faculty organizational commitment. A 53-item self- reported survey with closed questions measured organizational commitment, global job satisfaction, and work conditions. ABSN programs were recruited using cluster random sampling from a five-region list of programs; 62 programs were recruited with total faculty participation of 104. RESULTS ABSN faculty were found to be affectively and normatively committed to their organizations. Significant predictor variables of work environment conditions were stress and experiences of shortcomings, professional development, managerial support, and global job satisfaction. CONCLUSIONAsABSN programs continue to flourish, it is important to identify strategies for faculty success within the fast-paced curricula.

KEY WORDS Accelerated Nursing Education – Faculty Organizational Commitment – Faculty Work Environment – Organizational Commitment Models

A p V S a F T C d

N

The Accelerated Bachelor of Science in Nursing (ABSN) pro- gram has spread across the United States to address the increasing need for nurses. According to the US Bureau

of Labor statistics (2019a), the need for nurses will increase by 12 percent; the need for nursing instructors and postsecondary teachers will increase by 20 percent (US Bureau of Labor statistics, 2019b) over the next 10 years. Therefore, intentional re- search that evaluates all aspects of the teaching and learning pro- cess in nursing education should be undertaken to understand the ABSN program and its stakeholders. Research on the ABSN curricula has focused predominantly on student needs and program challenges; nurse faculty teaching this program remain understudied (Brandt et al., 2015; Christoffersen, 2017).

ABSN program curricula are like those of traditional undergradu- ate nursing programs, except for differences in pace and intensity, with curricula compressed into 12 to 18 months rather than the 24 months of traditional BSN programs. Faculty who teach and facil- itate ABSN programs have anecdotally noted the pace, intensity, and stress of their programs (Christoffersen, 2017). However, the literature regarding faculty perceptions of ABSN programs is limited. This study’s goal was to evaluate the faculty viewpoint through the lens

bout the Authors Laureen M. Donovan, PhD, RN, CCRN, is assistant rofessor, School of Nursing, Shepherd University, Shepherdstown, West irginia. Camille L. Payne, PhD, RN, is professor emeritus, WellStar chool of Nursing, Kennesaw State University, Kennesaw, Georgia. The uthors thank Editage (www.editage.com) for English language editing. or more information, contact Dr. Donovan at [email protected]. he authors have declared no conflict of interest. opyright © 2020 National League for Nursing oi: 10.1097/01.NEP.0000000000000764

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of an organizational commitment model, provide an in-depth faculty perspective, and highlight strategies for faculty success. The research question was as follows: What is the impact of the working experi- ence of nurse faculty members in an ABSN program on their organi- zational commitment?

BACKGROUND ABSN faculty are a subset of the faculty who teach in more traditional BSN programs. Two recent studies that explored the teaching expe- rience of ABSN program faculty suggest that faculty who teach in ac- celerated programs must have a strong teaching practice (Brandt et al., 2015). Implications for ABSN faculty include a greater need for course preparedness, greater use of technology, and more time required for student interactions (Brandt et al., 2015; Christoffersen, 2017; Downey & Asselin, 2015). An additional study used a herme- neutic phenomenological approach with 14 faculty members to focus on the nurse faculty experience in ABSN programs. This study found that faculty had feelings of inadequacy regarding teaching, confi- dence, and student needs (Cangelosi, 2013). Courses were de- scribed as intense, and faculty members needed to be ready each time they went into the classroom; they often felt overwhelmed by their students and their high expectations.

Outcomes from recent empirical research suggest that the fac- ulty experience of ABSN programs is complex and challenging (Christoffersen, 2017; Downey & Asselin, 2015). Challenges for fac- ulty who teach in ABSN programs could cause a change in their com- mitment to the organization. Myer and Allen (1997) noted that strong employee commitment is related to a positive relationship between the employee and the organization. Further research into the organiza- tional commitment of ABSN faculty through an evaluation of their work conditions will provide an opportunity to address deliberate approaches to mentoring faculty and highlight strategies for nursing leadership.

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Donovan and Payne

THEORETICAL FRAMEWORK AND PURPOSE This study’s underlying theoretical framework was the multidimen- sional organizational commitment (MDOC) model, introduced by Myer and Allen (1991, 1997). The MDOC model describes the psy- chological state between the worker and the organization. The nurse faculty organizational commitment has been studied in terms of job satisfaction, work climate, organizational support, and turnover intent; it has been reported that stronger organizational commitment is potentially correlated with stronger teaching, scholarship, and service outcomes (Abou Hashish, 2017; Timalsina et al., 2018; Wang & Liesveld, 2015).

The MDOC model includes distal and proximal antecedents that start with the organization’s specific characteristics. Distal organiza- tional characteristics include size, demographics, compensation, training, and environmental states within an organization. Proximal antecedents are grounded in the employee’s work experiences (rela- tionships, job scope, support, participation, and justice), role states (ambiguity, conflict, and overload), and psychological contracts (eco- nomic or social; Myer & Allen, 1997). TheMDOCmodel suggests that distal and proximal organizational antecedents can affect the level of the employee’s affective, normative, and continuance organizational commitment. Furthermore, the model suggests that outcomes of or- ganizational commitment can affect employee retention, well-being, and productive behavior (Myer & Allen, 1997).

The antecedents chosen from the model for this study were ABSN faculty’s distal and proximal antecedents of work environment conditions (WEC) and how they relate to dimensional level commit- ment (affective, normative, or continuance) and the outcome of em- ployee well-being. An assumption is made that specific antecedents from the model and faculty’s degree of commitment to the organiza- tion can affect the employee physically and emotionally.

Affective commitment is the emotional commitment that the indi- vidual has toward the organization (Myer & Allen, 1991, 1997). A strong emotional commitment is one in which the individual wants to contribute to the organization in a significant way. Continuance commitment, which describes the relationship between the individual and the organization, is grounded in the understanding that to leave would not be cost effective. Positive continuance commitment sug- gests that the individual does not stay with an organization because of an emotional attachment but rather because of a practical attach- ment. Normative commitment views the commitment as a responsi- bility and obligation to the organization. An employee with normative commitment does what is appropriate for the organization but does not have as much enthusiasm for the organization as an employee with positive affective commitment.

The MDOC model suggests that faculty needs within an ABSN program can have multiple influences. The outcome of well-being re- lates to employee work experiences that are experienced through the environment. Therefore, it is suggested that work experience affects the type of commitment (affective, normative, or continuance) and the employee’s overall well-being, defined as psychological health, physical health, and career progress (Myer & Allen, 1997). The rela- tionship between worker commitment and well-being has not been fully developed or explored in terms of the association between fac- ulty and ABSN programs.

The purpose of this study was to examine organizational com- mitment by exploring faculty experiences of the ABSN program. Organizational commitment has been noted to be important for understanding the employee’s obligation toward an organization. Strong employee commitment suggests that a positive relationship

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exists between the employee and the organization (Myer & Allen, 1997). Identification of the faculty attitudes toward accelerated nursing programs can provide nurse education leaders with an awareness of faculty challenges and strategies to improve the work environment.

METHOD A quantitative methodology with a cross-sectional survey design was used to provide a comprehensive view of faculty organizational com- mitment in relation toWEC and job satisfaction. Approval to complete this study was obtained from the university institutional review board and any additional relevant institutional review boards requested by program participants.

The target population was nurse faculty who teach in ABSN pro- grams. The population and sample were drawn from the ABSN pro- gram database created by the American Association of Colleges of Nursing (AACN, 2014). The database includes 255 ABSN programs in the United States, organized by state. Each entry includes the pro- gram name, programs offered, location of each program (city/state), and a link to the official program website. Programs were divided into five regions: Northeast, Southeast, Southwest, Midwest, and West. The sample was chosen by cluster random sampling of accelerated programs within each region. The population of accelerated fac- ulty was identified as a subset of the population of nurse faculty; an expected population of 425 nurse faculty who teach in acceler- ated programs was anticipated as potential participants based on a 95 percent confidence interval plus or minus 4 and a population of 1,453 (based on a study by Gutierrez et al., 2012). The sample size calculator used was the Survey System 10.5, Creative Research Systems.

Inclusion criteria included participants with an ABSN faculty workload. Recruitment involved sending an introductory cover letter to deans and directors of applicable programs. Once approval was received, an online survey was forwarded to potential participants. A cover letter was sent that identified the risks and benefits of partic- ipation; completion of the online survey indicated consent.

Instruments Three self-reported survey instrumentswere used. The 18-itemMDOC Questionnaire (Myer & Allen, 1997) measures the affective, normative, and continuance commitment dimensions of organizational commit- ment. The internal consistency reliability of each subscale has been reported (affective commitment, −.77 to .88; normative commitment, .65 to .86; continuance commitment, .69 to .84; Carver et al., 2011). Reliability estimates (Cronbach’s alpha) for the internal consistency of each subscale are outlined in Table 1. Items are rated on a 7-point Likert-type scale (1 = strongly disagree, 7 = strongly agree); four items are scored in reverse.

The 26-item WEC Questionnaire (Severinsson & Hummelvoll, 2001) includes five subscales: stress and experiences of shortcom- ings, general satisfaction, managerial support, communication and cooperation, and professional development. The instrument has been found to be reliable with an internal consistency of .86 and an overall alpha coefficient of .9 (Vanaki & Vagharseyyedin, 2009). The operational definition of the tool is that work environment is affected by conditions the worker experiences. TheWEC has been evaluated for reliability using Cronbach’s alpha for internal consistency (Table 1). Items are rated using a Likert-type scale (1 = not at all, 6 = very much so); nine items are scored in reverse.

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Table 1: Reliability Estimates (Cronbach’s Alpha) of the Three Survey Scales (N = 104)

α

Organizational Commitmenta

Affective .91

Continuance .79

Normative .81

Work Environment Conditionsb

Stress and experiences of shortcomings .89

General satisfaction .92

Communication and cooperation .71

Managerial support .89

Professional development .60

Global Job Satisfactionc .95

aOrganizational Commitment Tool with subscales. bWork Environment Conditions Tool with subscales. cGlobal Job Satisfaction Tool.

ASBN Faculty Commitment

The Global Job Satisfaction (GJS) Tool is a six-item instru- ment that measures an employee’s feelings about the job without referring to any specific aspect of the job (Pond &Geyer, 1991). GJS is positively correlated with affective commitment to the occupa- tion and organization and negatively correlated with continuance commitment and turnover (Pond & Geyer, 1991). The alpha coef- ficient of this tool is .9 (Pond & Geyer, 1991); reliability has been ex- amined using Cronbach’s alpha with internal consistency shown in Table 1. A Likert-type scale is used with scores ranging from 1 (def- initely not take the job) to 5 (definitely take the job).

The reliability estimates of the three measurement tools in this study are within the parameters stated in previous studies, except for the affective commitment subscale, which was slightly higher than previously published. The WEC Scale required minor revisions to represent nursing faculty in the educational setting. Copies of the scales and permission to use them were received from all authors of these tools.

Data Analysis SPSS Version 23 statistical software (IBM Corp., Armonk, NY) was used to analyze, organize, manage, store, and process the data col- lected. Data analysis included both descriptive and inferential statis- tics. Descriptive statistics were used to describe the participants and the program. Inferential statistics were used to evaluate the dif- ferences between the dependent and independent variables. Specif- ically, independent samples t-tests were used to determine themean differences between faculty demographic variables. Analysis of vari- ance was used to test for mean differences between two or more groups and evaluated the relationships between different groups. An F ratio that varies between and within groups indicates the

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likelihood that the independent variable can cause group differences (Polit & Beck, 2012).

Regression and stepwise regression were used to explain the dependent variables from one or more independent variables. The dependent variable of organizational commitment was used to evaluate the independent variables of WEC and GJS. Pearson’s correlation coefficient was used to examine the relationships be- tween the independent variables of the accelerated nursing faculty’s WEC and GJS and the dependent variables of affective, normative, and continuance commitment. Accepted level of significance was p ≤ .05 (two-tailed).

RESULTS Sixty-two of 255 self-identified ABSN programs were randomly se- lected from the AACN database; the participation request response rate was 25 percent. Seven of the 62 programs were classified as new and had not started to admit students at the time of data collec- tion; they were excluded from the study. The minimum qualification required for application to the 62 ABSN programs was a bachelor of science degree. The overall curricular length of the participating programs varied from 12 to 15 months. The total number of partici- pants was 104; 82 percent were women. Participant ages ranged from 31 to 70 years,with 65percent between the ages of 51 and60 years; 57 percent had a terminal degree. Participants self-identified the predomi- nant program in which they taught (traditional, accelerated, or both); 70 percent taught in both programs, and 20 percent taught only in ac- celerated programs. Five faculty who reported they taught only in tradi- tional programs did not meet inclusion criteria and were not allowed to complete the survey. See Table 2.

One-way analysis of variance was conducted to compare the ef- fect of affective and normative commitment on the WEC and GJS with the following findings. There was significant effect on affective commitment, p < .05, for the work conditions of stress and experi- ences of shortcomings, F(23, 61) = 1.85, p = .029; general satisfac- tion, F(24, 63) = 5.80, p = .000; managerial support, F(23, 61) = 3.38, p = .000; professional development, F(24, 65) = 2.39, p = .003; and GJS, F(23, 60) = 5.93, p = .000, conditions. The work condition of communication and cooperation, F(24, 64) = 0.92, p = .578, was not significant. Normative commitment and the WEC and GJS were significant for the work conditions of general satisfaction, F(27, 58) = 2.57, p = .001; managerial support, F(27, 56) = 2.43, p = .003; professional development, F(27, 59) = 2.57, p = .001; communication and cooperation, F(27, 59) = 2.02, p = .013; and GJS, F(27, 54) = 4.23, p = .000. Normative commitment and the work condition of stress and experiences of shortcomings were not signif- icant, F(27, 56) = 1.56, p = .080.

Regression and stepwise regression of affective and normative commitment was conducted; the criterion variable and the predictor variables were the WEC subscales and GJS Scale. Affective commit- ment was affected by work environment subscales stress and expe- riences of shortcomings (β = 0.347, t = 3.223, p < .01), general satisfaction (β = 0.723, t = 8.666, p < .01), professional development (β = 0.317, t = 2.979, p < .01), and GJS (β = 0.492, t = 3.781, p < .01) variables. Four of the six normative commitment subscale variables were significant: stress and experiences of shortcomings (standard- ized B = .449, t = 4.352, p < .01), general satisfaction (standardized B = .473, t = 2.712, p < .01), managerial support (standardized B = .285, t = 2.091, p < .05), and professional development (stan- dardized B = .297, t = 2.422, p < .05).

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Table 2: Faculty Participant Demographics (N = 104)

Descriptor n

Gender

Female 89

Male 12

Did not identify 3

Tenure-status

Tenured 15

Tenure track 22

Nontenured 62

Rank

Professor 9

Assistant/associate professor 70

Instructor/instructional faculty 19

Higher education years

≤5 47

6–10 24

11–20 24

21–30 7

>30 1

Predominant teaching program

Traditional BSN 5

Accelerated BSN 23

Traditional and accelerated 76

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Pearson’s correlation test was conducted; the matrix of the statistically significant (p ≤ .01) correlations between the WEC subscales and level of commitment are noted as follows. A two-tailed test was used to identify the direction of the correla- tions. Moderately strong inverse correlations were found between the WEC stress and experiences of shortcomings subscale and both normative, r(83) = −.374, p > .05, and affective commitment, r(84) = −.323, p < .05. Affective commitment was correlated pos- itively with the WEC subscales of general satisfaction, r(87) = .74, p < .01; managerial support, r(84) = .636, p < .05; communication and cooperation, r(88) = .29, p > .05; and professional develop- ment, r(89) = .62, p < .05. GJS was correlated positively with af- fective commitment, r(88) = .76, p < .05. Significant correlations (p ≤ .05) were also observed between normative commitment

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and the WEC of general satisfaction, r(85) = .58, p < .05; man- agerial support, r(83) = .56, p < .05; communication and cooper- ation, r(86) = .24, p > .05; and professional development, r (86) = .54, p < .05. However, continuance commitment was not significantly correlated with the WEC subscales or the GJS score (p > .05).

DISCUSSION The MDOC model describes a connection between the individual within the organization and the individual’s relative response to the work environment within the organization. The model has three dimensional levels (affective, normative, continuance) that exist independently. A broad distinction exists between each level and the individual’s commitment to the organization. Pur- poseful refinement of the dimensional level of organizational com- mitment and work environment provides clarity on the ABSN faculty experience.

Faculty who participated in this study were both affectively and normatively committed to the organization. Affective commitment suggests that ABSN faculty who are highly committed to the organi- zation are likely to stay with the organization. They are more likely to reach out and discuss teaching and/or program challenges and work through and address the challenges they face. Normatively commit- ted ABSN faculty stay because it is right for them to stay. The organi- zation has provided them with opportunities and they thus feel an obligation to the organization. Normatively committed faculty will dis- cuss the challenges and concerns of the program when asked; but their connections to the organization are not as strong as those of af- fectively committed faculty.

Specific work conditions were identified that add clarity to the dimensional level noted by participants. WEC and GJS were stud- ied to evaluate potential antecedents that correlate with the dimen- sional level (affective, normative, continuance) of organizational commitment. Consistent with the theoretical discussion by Myer and Allen (1991), the WEC subscales identified as significant and important to both affectively and normatively committed ABSN faculty were the subscales of stress and experiences of shortcom- ings, general satisfaction, managerial support, and professional development, as well as GJS. Gutierrez et al. (2012) also noted nurse faculty in general perceived organizational support and de- velopmental experiences as important indicators of faculty organi- zational commitment.

The stress and experiences of shortcomings subscale identified the challenges faced by ABSN faculty and specifically focused on work conditions within the ABSN program. Faculty described the program as stressful because of the amount of planning, teaching, and time required to implement courses. These specific characteris- tics caused respondents to feel pressured to complete the course and feel at risk of failure because of pressure. The program’s fast-paced curriculum, with increased time spent in the classroom and clinic, was noted as problematic. Promotion of a healthier or alternative way to teach in the ABSN program could help address this challenge. For example, where a condensed course is taught over a shortened time period, the course could be taught by more than one faculty member. Team teaching provides relief for faculty and offers time to address course planning, grading, and student advice. It also offers time to evaluate and review out- comes through formative evaluation and address challenges in a proactive way.

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ASBN Faculty Commitment

Managerial support was an additional work condition that was correlated with affective and normative commitment. In general, par- ticipants addressed managerial support received from leadership that related to the faculty evaluation process. Leadership style was identified by Byme and Martin (2014) as an important predictor of nurse faculty satisfaction and organizational commitment. Faculty evaluation was seen by ABSN faculty to give and receive feedback directly from the program director/supervisor and ad- dress challenges related to the program. The ABSN faculty were noted to be a direct conduit for tackling the challenges of the ABSN condensed curriculum. Active involvement by the pro- gram’s managers and/or leaders was a positive way to address program challenges.

Two additional work conditions that were positively corre- lated with affective and normative commitment were general sat- isfaction and professional development relating to the teaching, scholarship, and service aspects of the faculty role. Participants felt that it was important to attend and participate in faculty de- velopment for professional growth. Wang and Liesveld (2015) identified professional development as a way to provide greater fulfillment for academic nurse faculty. General satisfaction was viewed by participants as essential. Dorenkamp and Ruhle (2019) noted general satisfaction of faculty to be a direct effect of affective commitment to the academic organization. Areas that participants in this study identified positively were allow- ances for professional creativity in course teaching, positive col- legial relationships, and job variation and the acceptance of professional opinions.

GJS, noted by Gutierrez et al. (2012) to be a predictor of affective commitment, was evaluated as a separate work condition from gen- eral satisfaction. The GJS scale asks if faculty would continue to work in this program and recommend it to other faculty. GJS as a work condition was highly significant for both affectively and normatively committed ABSN faculty.

The MDOC organizational commitment model provided an opportunity to explore the challenges being faced by ABSN faculty. The study identified that ABSN faculty presented with affective and normative commitment levels with their level of commitment potentially influenced by specific work environmen- tal conditions and overall GJS. Nursing academic leadership should continue to identify those areas within the nurse faculty role that provide a sense of satisfaction and/or dissatisfaction in the ABSN curricula.

Implications for Nursing Education WEC and GJS can affect commitment to an organization. ABSN program faculty in this study were found to be affectively and nor- matively committed to their accelerated nursing programs. In addi- tion, connections were found between WEC and GJS. Implications for faculty include the need for active involvement in the organiza- tion’s strategic vision and values, leadership/management ac- knowledgment of high-intensity work, and recognition of faculty contributions to the program’s success. Practical recommenda- tions include additional workload credit for formative and summa- tive evaluations conducted during the accelerated program; administrative support to address faculty stress and concerns about administrative shortcomings; of new-faculty support through an orientation process that includes specific program insights and teaching strategies identified by veteran faculty; and the provision

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of peer support to keep faculty motivated to continue teaching in ABSN curricula.

Recommendations for further research include the devel- opment of comprehensive comparison between traditional and accelerated programs and evaluation of workload, stress, and management variances. Additional insights on the manifestation of faculty stress in the ABSN program may provide greater insight into the faculty role. Finally, the influence of the organizational commitment model on well-being among ABSN nurse faculty needs to be evaluated.

Limitations The primary limitation of this study was the sample size. The inclusion criteria included participants with an ABSN workload or ABSN and traditional faculty workload. A demographic question asked about the percentage of workload faculty taught in the ABSN program. As participants taught in both ABSN and traditional BSN programs, the findings may affect the generalizability of the results.

CONCLUSION As ABSN programs continue to proliferate, it is important to continue to evaluate the relationship between the organizational commitment of program stakeholders and faculty health and well-being. Although no direct causal link with faculty well-being was found, the inherent work conditions of the ABSN program were correlated with the work condition of stress and experiences of shortcomings. In addition, work conditions provided recognition of the ABSN programs’ inten- sity and challenges. Further evaluation of work conditions for faculty teaching in ABSN programs and their potential effects on the out- come of well-being is recommended.

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