Job satisfaction and organizational characteristics: results of a nationwide survey of baccalaureate nursing faculty in the United States.

This study examines the relationship between job satisfaction of nursing faculty and the organizational characteristics of the institutions and nursing programmes in which they teach. A stratified random sample of 48 baccalaureate nursing programmes throughout the United States was selected for the study, of which 25 (52%) of the programme deans agreed to participate. Two questionnaires were used in data collection: (a) The Job Descriptive Index (Revised), which was sent to 576 nursing faculty at the participating programmes, resulting in 327 (57%) usable questionnaires; and (b) The Organizational Characteristics Questionnaire which was completed by the nursing programmes deans. Dimensions of job satisfaction measured were: work on present job, present pay, opportunities for promotion, supervision, coworkers and job in general. The organizational characteristics examined were: institutional control (public, private), size (student enrolment), nursing degrees offered, programmes offered (undergraduate, graduate), number of nursing faculty, number of nursing students, budget, tenure and salary. Although nursing faculty tended to be satisfied with their jobs, correlation and multiple regression analyses indicated weak to negligible relationships between job satisfaction and the organizational characteristics examined. Further study of the dimensions of job satisfaction within the academic environment is needed to understand the complexity of these relationships fully.

A method of self-directed learning in continuing medical education with implications for recertification.

A method of self-directed learning for physicians that can be used to satisfy a portion of specialty board recertification requirements integrates contract learning (self-formulated learning plans), information brokering (linking physicians with consultants and community resources), and collegial networking (discussion groups). The method encourages physicians to focus on educational objectives, supplies learning resources, and promotes interactions with colleagues in study groups. Fifty-nine (53%) of the 102 learning goals update physicians' knowledge. Print sources and discussions with experts were the commonest resources used. Forty-five (49%) of 91 participants completed their learning plans. Forty-nine (74%) completed projects were judged successful in achieving their goals. Twenty-five (45%) of 56 physicians responding to a questionnaire stated that the method was superior to traditional continuing medical education. Fifty-two percent of the participants found the method as effective as traditional continuing medical education. Proof of accomplishment allows the method to be used as part of a specialty board recertification process.