Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Science

Program

Nursing

Supervisor

Dr. Yolanda Babenko-Mould

Abstract

Background: This study aimed to examine relationships and to gain further knowledge into the significance of the leadership role of acute care clinical nurse educators and the relationship with structural empowerment, psychological empowerment, and work engagement amongst new graduate nurses working in acute care settings.

Methods: 83 participants, registered with the College of Nurses of Ontario (CNO), responded to a mail-out survey package containing four instruments corresponding to each study variable, along with a demographic questionnaire. The analysis includes study descriptives, correlations of total and subscales, and moderation analysis of structural empowerment, psychological empowerment and clinical nurse educator leadership

Results: A moderate level of structural empowerment, psychological empowerment, clinical nurse educator leadership, and work engagement among new graduate nurses was found within the study. Positive correlations were found among all main study variables. Findings showed that clinical nurse educator leadership did not moderate the relationship between structural and psychological empowerment.

Conclusions: Results show the importance of clinical nurse educator leadership as it is related to new graduate nurses’ structural empowerment, psychological empowerment, and work engagement in the acute care setting.

Summary for Lay Audience

This study aimed to examine relationships and to gain further knowledge into the significance of the leadership role of acute care clinical nurse educators and the relationship with new graduate nurses empowerment (structural empowerment and psychological empowerment) and work engagement in acute care settings. Researchers also investigated whether the role of the clinical nurse educator as a leader influenced the variable of structural empowerment (organizational empowering conditions including access to opportunities, resources, supports, and information) to ultimately increase new graduate nurses’ psychological empowerment (perceived meaning, competence, self-determination, and impact in an organization). A total of 200 randomly sampled participants were recruited through the College of Nurses of Ontario (CNO) regulatory body based on specific criteria. A total of 83 new graduate nurses responded and completed a mail-out survey package containing four instruments that addressed items related to their own perceived empowerment and work engagement in the acute care workplace, and their perceptions of their clinical nurse educators as leaders. A demographic questionnaire was also included. The study analyzed each study variable independently and its relation to the other main study variables. Study findings demonstrated that new graduate nurses reported moderate levels of empowerment, work engagement, and clinical nurse educator leadership, Findings showed that clinical nurse educator leadership did not influence the relationship between structural and psychological empowerment. Results did however demonstrate the importance of clinical nurse educator leadership as it is related to new graduate nurses’ structural empowerment, psychological empowerment, and work engagement in the acute care setting.

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