[Hospital nurses' perspective on academic nursing education: a cross-sectional study in hospitals in the northwestern part of Germany]

Hospital nurses' perspective on academic nursing education: a cross-sectional study in hospitals in the northwestern part of Germany Abstract.

BACKGROUND

Currently, there is an increasing need for highly qualified nurses in Germany. Against this background, an academic nursing education is frequently demanded in order to meet the high level of competences nurses must fulfil.

AIM

This cross-sectional study aimed to explore nurses' attitudes towards academic nursing education as well as their self-reported scientific competences.

METHODS

Based on a standardized questionnaire, we surveyed 547 hospital nurses from six different hospitals in the northwestern part of Germany. By means of a bivariate analysis and two multivariate regression models, we examined the influence of the independent variables "professional position", "degree of academic education", "age" and "gender" on the dependent variables "attitude towards academic nursing education" and "scientific competences". The multivariate analysis included three co-variates analysing different ways of support of academic nursing education within the hospitals.

RESULTS

Especially nursing staff who has completed a study programme, is currently studying or hold executive positions has a more positive attitude towards academic education than its colleagues have. Moreover, opportunities for advancement within the hospitals influence the staff's attitude positively. With regard to the assessment of scientific competences, the analysis shows that a completed or currently conducted study programme as well as an executive position have a positive influence. In addition, male nursing staff, young nursing staff and staff with access to scientific articles assess their scientific skills more positively than their colleagues do.

CONCLUSIONS

The attitudes towards academic education are still heterogeneous and influenced by different factors. Accordingly, the worth of academic education needs to be demonstrated.

Career Paths of German Business Administration Academics

The question of how the career path for professors should be structured is a central issue in the current debate on reforming higher education in Germany. In order to substantiate current discussions on promotion and faculty development this study presents empirical data on the biographies of 699 professors of business administration at German universities. The internet-based data collection provides descriptive analyses on the pathways to the professiorate, including age, sex, educational background, mobility and social networks of business professors. The results suggest that career opportunities for academics in business administration vary widely across different age cohorts. Business professors in Germany show a high mobility, and the ability to accumulate social capital differs significantly between male and female professors. The implications for policy makers and young academics are discussed.