Psychological empowerment and use of empowering teaching behaviors among baccalaureate nursing faculty

This descriptive correlational study surveyed baccalaureate nursing faculty members about their use of empowering teaching behaviors, their psychological empowerment (i.e., perception of self in relation to one's work role), and the relationships among their use of empowering teaching behaviors, their psychological empowerment, and selected demographic characteristics. The random national sample consisted of 531 full-time faculty members (response rate = 75%) who taught in baccalaureate nursing programs accredited by the National League for Nursing Accrediting Commission. Empowering teaching behaviors were measured using Part II of the Status and Promotion of Professional Nursing Practice Questionnaire. The average number of empowering teaching behaviors was 19.5 (of a possible 40), indicating limited use. Psychological empowerment was measured using the Psychological Empowerment Instrument. The mean score was 92.38 (of a possible 112), indicating that faculty perceived psychological empowerment in regard to their work role. However, nearly 25% of the faculty surveyed reported they had little influence over decision making processes within their department.