Relationship of Organizational Support, Psychological Capital, and Engagement Among Clinical Nursing Teachers

• Published in: Nurse educator Vol. 48; no. 4; pp. E105 - E109
• Main Authors: Kong, Ling-Na, Liao, He-Ping, Liu, Dun-Xiu, Chen, Shuo-Zhen
• Format: Journal Article
• Language: English
• Published: United States Wolters Kluwer Health, Inc 01-07-2023; Lippincott Williams & Wilkins Ovid Technologies
• Subjects: Cross-Sectional Studies; Faculty, Nursing; Humans; Nursing education; Nursing Education Research; Occupational psychology; Self Report; Surveys and Questionnaires; Teaching hospitals; University faculty; Work environment; China
• ISSN: 0363-3624; 1538-9855
• DOI: 10.1097/NNE.0000000000001355

Clinical nursing teachers play a critical role in nursing education, and their engagement is important to ensure the quality of clinical teaching.
To describe the level of engagement and determine the relationships among organizational support, psychological capital, and engagement among clinical nursing teachers.
A cross-sectional study was conducted among 246 clinical nursing teachers, from 4 teaching hospitals in China, using a self-report questionnaire. The questionnaire measured organizational support, psychological capital, and work engagement.
Clinical nursing teachers reported a medium level of engagement in teaching. Both organizational support and psychological capital had positive effects on teachers' engagement. Psychological capital partially mediated the relationship between organizational support and engagement.
Measures to improve organizational support and psychological capital are essential to enhance the engagement among clinical nursing teachers.