Motivation of sessional teaching staff to remain employed in pre-registration nursing programs: A systematic review

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-06-19 DOI:10.1016/j.nepr.2025.104433

Thomas Aaron Ricks , Hendrika Jacoba Brouwer , Elisabeth Jacob , Louisa Lam

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引用次数: 0

Abstract

Aim

To identify motivational and demotivational factors for sessional teaching staff to undertake employment in pre-registration nursing programs.

Background

Sessional teaching staff are part of the nurse education team; however high turnover can cause challenges to the university and impact the quality of teaching and learning for students. Understanding the motivational factors for working as sessional staff can help create a more sustainable nurse education workforce.

Design

Systematic review.

Methods

The review protocol was registered with the Open Science Framework and the search was conducted in September 2024 using the databases CINAHL, Education Source, ERIC, PsycInfo® and MEDLINE. The inclusion criteria were sessional teaching staff, teaching into pre-registration nursing programs in tertiary education settings. Themes were deductively developed following data extraction. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool.

Results

Four studies were included in this review. Two themes were developed: i) Motivation to remain employed; ii) Demotivational factors to remain employed. The top motivating elements for sessional staff were the enjoyment of teaching, the work flexibility and the ability to nurture the next generation of nurses. Demotivational factors for working sessionally included feeling disconnected from the nursing school and not having adequate resources and support for teaching.

Conclusions

Sessional teaching staff provide benefits to nurse education programs. Universities need to enhance motivational factors such as flexibility and address the lack of sense of belonging, support and resourcing of sessionals to create a sustainable academic workforce and to ensure the quality of nurse education.

查看原文本刊更多论文

会期教学人员继续受雇于预注册护理项目的动机：一项系统综述

目的探讨会期教学人员从事预注册护理专业工作的动机因素和动机因素。专业教学人员是护士教育团队的一部分；然而，高流动率会给大学带来挑战，并影响学生的教学质量。了解作为会期工作人员的动机因素可以帮助创建一个更可持续的护士教育队伍。DesignSystematic审查。方法本综述方案在开放科学框架注册，检索于2024年9月，检索数据库为CINAHL、Education Source、ERIC、PsycInfo®和MEDLINE。纳入标准为专业教学人员，在高等教育机构的预注册护理课程中进行教学。根据数据提取，推导出主题。采用混合方法评价工具对纳入研究的质量进行评价。结果本综述纳入4项研究。拟定了两个主题：i)继续就业的动机；ii)继续就业的消极因素。对会期护士的主要激励因素是教学的乐趣、工作的灵活性和培养下一代护士的能力。工作的消极因素包括感觉与护理学校脱节，没有足够的资源和教学支持。结论专业师资队伍为护理教育提供了有利条件。大学需要加强灵活性等激励因素，解决专业人员缺乏归属感、支持和资源的问题，以创造一支可持续的学术队伍，并确保护士教育的质量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.