TWU Nurse Employee Satisfaction Research Paper

  

Description

For the completed Research Proposal, students will develop the Methods – including all parts listed on page 456 and a cover letter/questionnaire (using about 10 Closed Questions) and/or consent form, as needed, to be used in the proposed study, Plans for Sharing Findings and Budget sections. The completed paper will now include all parts of the Research Project Proposal as outlined on pages 455-456. Include all parts from Assignment 3 Part 1 and Assignment 5.Methods

You will now add the Methods section to the proposal. This entire section will go right after the ROL so the Reference Page will move farther out and be the last page of the proposal. For survey design studies, include the top 4 points, the Cover Letter and Questionnaire.

Cover Letter – Refer to page 222, Box 9.5 to see what should be included in a Cover Letter.

Questionnaire – Include a Questionnaire with about 10 closed (pre-determined responses) questions. For example, multiple choice responses or a Likert Scale. Examples of Satisfaction Surveys can be locate on the internet.

Plans for Sharing Finding

You will now add the section on how you will share your findings if your study were actually conducted.

Budget

Follow the information in Appendix and develop a budget for your Research proposal.

Running Head: EMPLOYEE SATISFACTION
Grade = B+
Interesting studies.
6 full pages required for ROL.
Notice the other comments within the paper.
Assignment Three
PART 1 (a): Reason it is worth studying and Significance of the Study
1
EMPLOYEE SATISFACTION
2
According to Semachew et al. (2017), job satisfaction is the attitudes and feelings
individuals have about their job or work environment. This is a crucial factor that is associated
with individual efficiency and productivity at work. Nurses are critical in any healthcare stem
since they determine the efficiency and effectiveness of care. In this case, studying nurse
employee satisfaction is worth it since it is related to the quality of health care. Nurses have
reported dissatisfaction with their work environment for a long time, which hinders the provision
of quality and safe patient-centered care. For instance, the Institute of Medicine (IOM) report
recognized the patient’s safety and nurses’ working conditions and provided that the staffing
levels and unconducive working environment contribute to burnout, stress, and dissatisfaction,
contributing to reduced patients’ satisfaction (McHugh et al., 2011). This study is important
since student nurses’ adaptation to the clinical setting is critical to ensuring quality education and
better nursing services. Also, dissatisfaction is a significant contributor to increased nurse
turnover, which results in poor health outcomes for patients.
This study is significant to student employees at Baylor Health since clinical education
facilitates student nurse translation of theoretical knowledge to practice through apprenticeship
learning in a clinical setting. Also, student nurses working at Baylor Health get to experience the
reality of clinical practice and the clinical demands of a registered nurse in the facility’s
environment, allowing them to form expectations and prepare for future professional roles. In
this case, the study is significant for nurse students since their satisfaction levels are crucial in
determining quality. The study can provide information to help improve teaching, nursing
education, and other nursing areas.
PART1 (b): Literature Review 6 full pages reqiiored for ROL
EMPLOYEE SATISFACTION
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The first study by Papastavrou et al. (2016) researched nursing students’ satisfaction with
the clinical learning environment (CLE). The study’s purpose was to establish the satisfaction
nursing students had with the clinical environment they worked. The research was conducted
among Greek Cypriot undergraduate students’ nurses working in the Cyprus Republic hospital
setting (Papastavrou et al., 2016). The study also identified the relationship between student
satisfaction and various personal data such as frequency of supervision and year of study.
In terms of the methodology, the researchers used a quantitative descriptive, correlational
study design. The study utilized the CLES+T scale (Greek version), a self-report questionnaire
that measures satisfaction with CLE. The scale had 34 items, categorized into five dimensions;
the ward manager leadership style, nurse-supervisor relationship, teaching/learning ward
atmosphere, nursing ward premises, and the role of nurse teacher (NT) (Papastavrou et al.,
2016). The participants were required to answer their satisfaction level using a five-point Likert
scale. The sample consisted of a total of 463 undergraduate nursing students. The inclusion
criteria were that the participants should sign informed consent and practice in a hospital setting
and not community settings.
The study findings provided that the respondents were highly satisfied with the CLE. The
positive learning experience was also positively related to the predetermined demographic
factors, including the frequency of meetings, NT support, the ward manager’s leadership style,
mentorship relationship, and nursing premises. This aligns with a previous study that provided
the nurse students’ satisfaction level was associated with the five CLES+T categories
(Papastavrou et al., 2016). For instance, NT involvement in mentorship and clinical learning
improved satisfaction levels. The mentorship relationship was considered to be the most
influential factor determining student nurse satisfaction. The finding also showed that first-year
EMPLOYEE SATISFACTION
4
students reported lower satisfaction levels high levels of mental and physical stress, which can be
attributed to their limited clinical skill levels. Third-year students were more confident and
showed higher satisfaction levels to confidence in their clinical knowledge (Papastavrou et al.,
2016). Also, there was a strong link between satisfaction levels and pedagogical atmosphere, and
nursing care premises. For instance, students engaged in patient care with clear care
documentation, effective communication, and a welcoming education environment reported
higher satisfaction levels.
However, the study had limitations since some of the inferences were drawn from
students who spent short periods of time in some ward environments, and this limits the
generalizability of the findings. However, the study showed evidence of the need to develop a
well-structured mentorship system for student nurses citation
The second research by Higazee (2017) studied students’ satisfaction with their clinical
experiences. The study aimed to establish the nursing students’ satisfaction level regarding their
nursing laboratory experience and clinical field placement. The methodology used for this
research was a quantitative descriptive study. Two instruments were utilized to record the
participants’ experiences in nursing education. One instrument recorded students’ satisfaction
with the lab setting’s training and the other assessed satisfaction in the training in various clinical
settings. Each of the instruments contained demographic information and a five-point Likert
scale ranging from strongly disagree to strongly agree (Higazee, 2017). Some items asked in the
scale were derived from the CLES+T scale. A total of 293 participants took part in the study
voluntarily. The inclusion criteria were that the participant had to be undergraduate baccalaureate
nursing students from the private university in Jordan. The other criterion is that the participants
must have verbally consented to take part.
EMPLOYEE SATISFACTION
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The study findings showed that overall, there was a high satisfaction level among the
nursing students regarding the lab training and moderate satisfaction about the clinical training.
This shows that student nurses felt in control and more confident when participating in the lab
setting than in the clinical setting (Higazee, 2017). The findings provided that differences in
satisfaction levels between gender were not significant. However, lab training satisfaction varied
with bridging students reporting to have more experience than regular students. The difference
was not significant when it came to experience in the clinical settings. The research showed that
nurses trained in the lab setting gained more skills to help them meet patients’ needs in the
workplace, which made them more satisfied with the clinical training (Higazee, 2017).
On the other hand, students provided that they were not satisfied with the fundamental of
the nursing course in the lab training (Higazee, 2017). This shows that the courses that the
students enrolled in during their first year are perceived as less satisfying and difficult. With
time, the current results show that students became used to the lab settings, resulting in increased
satisfaction with lab training while taking advanced courses in laboratory studies. For instance,
students in the third and fourth years reported higher satisfaction since they are more
knowledgeable and can integrate theoretical knowledge into lab practice and use lab skills for
clinical reasoning. Lastly, students’ satisfaction with clinical training varied with the type of
course where the highest satisfaction mean score was for psychiatry, pediatric, and critical care
courses and lowest score for adults courses (Higazee, 2017). In terms of recommendations, the
researchers suggest that future studies could benefit by utilizing a larger international sample to
make generalizable results. Using a qualitative research design can also help provide a deeper
understanding of the actual nurse student experiences during their clinical and lab practices.
EMPLOYEE SATISFACTION
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The third study by Bittner & O’Connor (2012) was carried out to research nurse retention
by establishing the barriers to nurses’ job satisfaction. The study was conducted as part of Rhode
Island’s league for nursing strategic plan to explore the issues that nurse educators face during
the education programs. The research started in 2007 as a pilot study, which was later approved
by the IRB in2009
The research methodology was a descriptive, quantitative research study that utilized a
survey in terms of the method. The research instrument was also developed based on the pilot
study results and was validated by doctoral researchers. It had 32 items made up of nine
workload questions, 11 items were demographic questions, and the other 11 items were based on
satisfaction and intent to leave (Bittner & O’Connor, 2012). The last item was a question about
the barrier to satisfaction, which had about 20 possible barriers to choose from. The instrument
had a five-point Likert scale ranging from very satisfied to very dissatisfied. The study had a
sample of 226 participants, where 975 were women, and the mean age was 53.
The research study results showed that workload and work environment are crucial
factors that affect job satisfaction among nurse faculty. For instance, most of the respondents
reported that they had two or more jobs, and 20% reported that they had three or more jobs with
one overload in a semester (Bittner & O’Connor, 2012). Although the overall level of satisfaction
was high, with 64% reporting satisfaction with the workload, the study results showed that most
of the participants (over 54%) were not satisfied with their current salaries. In terms of job
satisfaction barriers, participants reported that autonomy in the nursing role, professional growth
support, sense of accomplishment, and colleague relations was highly rated. This means that if
the factors mentioned above were present, the nurse faculty would be more satisfied with their
jobs. Lastly, 195 of the participants reported that they were likely to leave in a year and 54% in
EMPLOYEE SATISFACTION
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five years in search of better compensation, retirement purposes, career advancement, and worklife balance reasons (Bittner & O’Connor, 2012).
The last study was conducted by Gemberling et al. (2011) due to the concern over the
increasing turnover rates among medical-surgical nurses. The study aimed to examine the impact
of establishing a clinical resource specialist role in support of the graduate and off-shift nurse on
job satisfaction. In this case, the clinical resource specialist (CRS) position was established, and
the position was posted. Recruited CRSs were oriented and assigned to patient care specialist
mentors. The CRS role’s efficacy was measured using a quantitative electronic study two years
after role implementation in terms of the methodology. A questionnaire was utilized and
contained 27 questions with 12 questions seeking answers regarding the participants’ utilization
of CRS in the defined clinical situations. Ten questions were asked about the perceived value of
CRSs by use of a 4-point Likert scale (Gemberling et al., 2011). A total of 950 nurses working
on the night shift after 7:00 pm were invited for the study, where 415 is the sample that
participated in the study and responded to the questionnaire. Most of the participants, 169,
worked in the medical-surgical unit and critical care setting (112).
The research results showed that CRSs scored eight or above on a 1-10 scale in terms of
value, as reported by 815 of the respondents. 80 percent of the respondents provided feedback
that the CRS role was the main reason they stayed and never quit their job (Gemberling et al.,
2011). Other nursing staff argued that the CRS role helped improve the level of patient care and
reduce anxiety resulting in increased job satisfaction. Overall, the research findings showed that
the CRS provides expert clinical knowledge and guidance to nurses as mentors resulting in
reduced stress, turnover, and increased job satisfaction.
Do not include this as part of the Proposal. Just place in the Discussion Forum.
EMPLOYEE SATISFACTION
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PART 2: Purpose and Ethical considerations of the Study
The study aims to determine the satisfaction level of student employees that work at
Baylor Health. This will help us establish how nurses working in the facility perceive the clinical
learning environment and their expectations for practice in the future. The study is crucial since
it will help us determine the quality of care they are likely to give their patients and establish
whether the clinical environment at Baylor Health prepares them for their future professional
roles.
In terms of ethical considerations, the study is bound to follow research ethics. These are
the norms and standards that researchers and other stakeholders in research should follow when
conducting research or making decisions. This is because researchers are responsible for
protecting research participants from any form of trouble, loss, and embarrassment. This means
that the researchers in the study must consider safeguarding participants’ welfare, respecting and
protecting participants’ and colleagues’ rights, and ensuring they serve the larger society.
In terms of principles associated with research participants, the study researchers are
obliged to protect participants from any form of harm, including physical, emotional,
psychological, legal, and financial harm. This means that the participant (student nurses) should
not face negative consequences for being included in the study. We will also ensure study
participants are included in the study voluntarily of their free will. This means that they will be
given the option of not participating or withdrawing from the research at will. We will also
obtain informed consent from student employees who wish to participate in the study before the
research kicks off. This means that participants will be informed about the study purpose and
potential benefits or risks/harm they could face. Participants will also be issued with accurate and
EMPLOYEE SATISFACTION
9
adequate information about the study and demonstrate they understand the study scope before
being asked to agree to participate.
The other principle is the principle of anonymity and confidentiality. Anonymity means
that the participants will be kept anonymous, and their data will not be linked to them by either
the researcher or a third-party. In such a case, data will be collected without identifying
information such as names, addresses, and telephone numbers. Confidentiality means that we
will maintain the participant’s privacy by ensuring information is not disclosed to third parties.
Other than participants’ ethical treatment, researchers are obliged to ensure they are
responsible for colleagues or other scholars, the community, and the public. For instance, it will
be crucial to ensure the local community and advocacy groups are involved in the research. We
will also partner with the community by sharing findings to better the studied situation. Lastly,
we will honestly report research findings by ensuring we provide accurate data and disseminate it
to all relevant bodies, including the community, professional bodies, agencies, and organizations.
In conclusion, we hope to hold ourselves (as researchers) ethically responsible at all times by
demonstrating high standards of social responsibility and ethics during the study period.
References
Adler, E. S., & Clark, R. (2014). An invitation to social research: How it’s done. Nelson
Education.
EMPLOYEE SATISFACTION
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Bittner, N. P., & O’Connor, M. (2012). Focus on retention: Identifying barriers to nurse faculty
satisfaction. Nursing education perspectives, 33(4), 251–254.
https://doi.org/10.5480/1536-5026-33.4.251
Gemberling, T., Tretter-Long, N., Reiner, L., Potylycki, M. J., & Davidson, C. L. (2011).
Clinical support for the off-shift nurse and the graduate nurse: the clinical rock
stars. Medsurg nursing: official journal of the Academy of Medical-Surgical
Nurses, 20(6), 323–326.
Higazee, M.Z., Rayan, A., Ades, M.A., & Alrawashdeh, F. (2017). Nursing Students’
Satisfaction with Their Clinical Experiences. International Journal of Nursing, 4, 16.
McHugh, M. D., Kutney-Lee, A., Cimiotti, J. P., Sloane, D. M., & Aiken, L. H. (2011). Nurses’
widespread job dissatisfaction, burnout, and frustration with health benefits signal
problems for patient care. Health affairs (Project Hope), 30(2), 202–210.
https://doi.org/10.1377/hlthaff.2010.0100
Papastavrou, E., Dimitriadou, M., Tsangari, H., & Andreou, C. (2016). Nursing students’
satisfaction of the clinical learning environment: a research study. BMC nursing, 15, 44.
https://doi.org/10.1186/s12912-016-0164-4
Semachew, A., Belachew, T., Tesfaye, T., & Adinew, Y. M. (2017). Predictors of job
satisfaction among nurses working in Ethiopian public hospitals, 2014: institution-based
cross-sectional study. Human resources for health, 15(1), 31.
https://doi.org/10.1186/s12960-017-0204-5
Part 3: Survey Design Not part of Assignment 3.
This questionnaire aims to determine the level of satisfaction among student nurses working at Baylor
Scott & White Health facility.
EMPLOYEE SATISFACTION
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The questionnaire comprises of 10 questions. Please answer all of them. It will take you approximately 3
minutes to complete. Participation in the survey is voluntary, and you are assured anonymity
1. How satisfied are you with your current clinical practice environment at Scott & White Health?
a. Very Satisfied
b. Satisfied
c. Neither Satisfied nor Dissatisfied
d. Dissatisfied
e. Very Dissatisfied
2. Rate your satisfaction level before the onset of Covid 19 on a scale of 1-10.
Indicate how satisfied you are with the following.
1=Very Satisfied, 2=Satisfied, 3= Neutral, 4=Dissatisfied, 5=Very Dissatisfied
1
2
3
4
5
3. Support through effective mentoring,
feedback, and evaluation.
4. Organizational culture that supports my
nursing profession.
5. Staffing levels adjusted to accommodate
variation in patient volume during Covid-19
peak periods.
6. Attention paid to your opinions and
suggestions.
7. The physical conditions in which you work.
8. Freedom to use your abilities and choose your
working methods.
9. Relationship between nurse students and the
management.
10. The hours of work.
11. Resources available to perform assigned
tasks.
Responses
Question Number
1
Respondent 1
b
Respondent 2
c
Respondent 3
b
Respondent 4
c
EMPLOYEE SATISFACTION
2
3
4
5
6
7
8
9
10
11
3/10
1
1
2
3
2
3
1
4
1
12
4/10
1
2
3
4
2
1
2
3
2
3/10
2
1
2
3
1
2
2
3
1
2/10
1
2
4
2
1
2
2
3
1
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shared with others?
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zine, a conference, or some other audience? (If you might prepare a
book manuscript, what publisher might be interested in the
material?)
• With whom will you share your findings?
VI. Budget
• What are the major foreseeable costs of your project?
• Sources of funding or contributions?
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articles, websites) already cite
in the proposal, using some standard
style format appropriate for your
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PROBABILITY VERSUS
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NONPROBABILITY SAMPLES
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sampling frame or
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elements from
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list or description of elements that approximates the elements of the population
of interest. This list is referred to as a sampling frame or study population. A
large part of the reason why today’s pre-election polls arc so much better than
the ones of the past has to do with refinements in sampling frames. The list or
sampling frame that the Literary Digest used for its 1936 poll consisted of
names from the list of Literary Digest readers. automobile registrations, and
telephone directories. Rut, in 1936, at the height of the Great Depression, sub-
stantial numbers of voters weren’t readers of the Literary Digest and owned
neither a car nor a telephone. So, even though the 1.iterary Digest received two
“II”‘ responses to the (10 million) ballots it sent out, the best it could hope to
do was get responses from people either who were readers (of the Digest) or
who owned cars or telephones—people who, because of their wealth, were
more likely to vote for the Republican Landon than the Democrat Roosevelt.
All of the 2012 polls were of people who had telephones but, because the
percentage of U.S. households with telephones was 97.8 percent in 2012
(Blumberg and Luke, 2012), this sampling frame provided a much greater
chance of reaching the desired population than the one used by the Literary Digest in 1936 had. Modern surveys conducted over the Internet, when intended
to provide insights about the total American population, are a more recent example of surveys that are subject to (admittedly decreasing) inaccuracy because
nonprobabillty samples, samples that have
been drawn in a way that
doesn’t give every member
of the population a known
chance of being selected.
of a discrepancy between the target population and the sampling frame. As of
2011, only about 78 percent of the U.S. population used the Internet (Zickuhr•
and Smith, 2012).
So, the main reason the Literary Digest poll did so poorly is that it employed a relatively poor sampling frame. A major problem with Gallup’s poll
in 1948 was that he, like the Literary Digest pollsters, employed a nonprobability, as opposed to a probability, sample. Nonprobability samples are those
in which members of the population have an unknown (or perhaps no) chance
of being included. But Gallup used a fairly sophisticated type of nonprobability
sampling called quota sampling. Quota sampling begins with a description of
the population: its proportion of males and females, of people in different age
groups, of people in different income levels, of people in different racial groups,
and so on. Based on this description, which in Gallup’s case was from the U.S.
Census, the researcher draws a sample that proportionately represents the sampling frame in all ways that are deemed important (e.g., gender, age, into
levels, race). The main problem in 1948 was that the description of the Amert
can population that Gallup used was one based upon the 1940 census, a census
that, because of all that had gone on between 1940 and 1948 (World War 11,
etc.), didn’t provide a particularly good profile of the target population—adult
Americans who would vote.
A better approach for predicting elections is to use a probability rather
probability samples,
than nonprobability sample of Americans. Probability samples are selected in
samples drawn in a way to a way that gives every element of a population a known (and nonzero) chance,
give every member of the
probability, of being included. The most recent presidential election po11s
or
population a known
voter of the
used probability samples that were designed to give every likely
(nonzero) chance of
United States a (known) chance of being included in the samples.
indu
rr,t,linK is
ritiorrol•JhattY’
notictrohahtlirY
– many; 5
178
nccc’sarY or
tlrcirablr
howe.er. when
are tune.,
Jurntion to 4tostie
nOti 111 /71 our
p r
ability samples are it”,
SAMPLING
li
non,
rip
lprti:rations t hey’re mL e
e;:
t nul :-to. re i)
c
TYPES OF NUNPROBABILITY
althong
tlot
resources
ina-,l’rt,
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rerresent
(‘`
vce%c ,,beady. uluiplcs
researcher nosurf,erxvorki or
rrOthibelit,
.hetber a pr cri
thin
Lit :PPerw0rid
yy hen the
about
454iY*
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are
iitn’tilAtic’n
seta. they.
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ot the
exists). non…t.:1).escriT1
tifentth members doing ex.rtioritory
assum
problem.
1.
one
of doing
when
or abet
w
oature of describe some ways
the
qty.
extsrs or
,ve
each
tit
th,,,,
sanirbng_
•
purposive sampilhog.
rti
that aware%
elements teased
Aft the resears ec judo!Dent
which dement. sin I salitatt his or
her rni craigation.
phoCedurr
%a-letting
10,
ortuota sampling, ;3
.probahifin .milling
irtiCedUrC that int oh CS
berthing the iargc, pop_
ittion in terTh of what
‘thought
to be relevant
ry
plca and then selecting
elements to rtprethe “relevant” sub-
ps in proportion to
piTornccin the target
Mon.
I
THINK
qualitative research, p
Purposive Sampling studies an d much
urPo%ivt
. desirable. In purposivc sam
,.
For Many cxploratorynumber of forms, is
ci Pith ,
at
wh
of
judgment
his or her
sampling, in any of a
based on Swendeman,
Sheba, and chos4e.t il%
(*malts
the reseircher selects
been mobilized by dhtIrl.
Gh°w’
‘vill facilitate an in vestigation- sex workers who had
an (i,
upon
s such a ,tiigh-India, to see why there vas
(2008). For instance, drew
Kolkata,
b
ganization for sex workers in workers in that city. Because it Can
researcher, even when coe tisd
rare of condom use among sex
interest to rhe
particular
of
elements
study
elements is nonexistent, purp
sive lists of or reliable access to suchsocial scientists.
pling is used with great frequency by
Quota Sampling
used by Gallup and other
Quota sampling was the type of sampling
might remember th
presidential preference polls until 1948. (You
better for the 19
projection, picking Roosevelt over Landon, was
than was the Literary Digest’s, which depended on surveying o‘
and telephones.) Quota sampling begins with a description of the t
Iation: its proportion of males and females, of people in different
of people in different income levels, of people in different racial g
so on.
Where do you think Gallup and other pollsters might
descriptions of the American public?
Until 1948, Gallup
relied
ularion for his descriptions
have
gotten such
on the decennial censuses
of the
American voti
of tie
h
descriptions, a researcher
ng publ
who
used
quota sampling d rew
presented” the target
population
in all the relevant descriptors
• age, income levels, race).
e.
Quota sampling at
least attem
ness (in a way that neither
convenience no
owball
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APPENDIXD
Checklist for Preparing
a Research Proposal
A good research proposal should impress someone (e.g., a teacher, a faculty
agency) with
committee, an Institutional Review Board [IRBI, or a funding
the project’s worthiness, feasibility, ethical treatment of participants and the
usually,
community, and appropriateness of its design. The following items
but not always, appear in a research proposal.
I. A Title A title captures the theme or thesis of the proposed project in a
nutshell.
you
II. A Statement of the Project’s Problem or Objective In this section,
should answer questions such as
• What exactly will you study?
• Why is it worth studying?
• Does the proposed study have practical significance?
III. Literature Review In general, a good literature review justifies the proposed research. (See Appendix C for a discussion of literature reviews in
research reports. Literature reviews in research proposals should do the
same things that literature reviews in research reports do.) In a literature
review, one normally cites references that appear in the proposal’s reference section (see later) using a style that is appropriate to one’s disci-
pline (e.g., American Sociological Association style for sociology,
American Psychological Association style for psychology and education). It is often appropriate to end the literature review with a statement of a research question (or research questions) or of a hypothesis
(or hypotheses) that will guide the research.
The literature review normally accomplishes this goal (of justification) by addressing some of the following:
• What have others said about this topic and related topics?
• What research, if any, has been done previously on the topic?
• Have other researchers used techniques that can be adapted for the
purposes of the proposed study?
• References used
• Statement of research question or hypothesis

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