{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/15356"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/15356","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Millennial Nurse Educators in Academia: Does Job Embeddedness Influence Intent to Remain?","abstract":"Nursing students rely on nursing faculty to develop theoretical knowledge and clinical skills needed in professional practice environments (Jafarian-Amiri et al., 2020), and sufficient faculty members are required to train student nurses (Bagley et al., 2018). Nursing faculty are the heartbeat of nursing education, without them there will be no future nurses in a variety of nursing roles (Clochesy et al., 2019). Given the number of millennials in healthcare and nursing education positions, coupled with the increased retirement of baby boomer nurses and nursing faculty, the healthcare field and academia may need to rely on millennials remaining in their roles. This then provides an opportunity for institutions to determine retention strategies best suited for this generational group. Retention strategies previously used to retain employees differ for millennials (Ahmad & Ibrahim, 2015; Gallup, 2016; Hassan et al., 2020). Millennial employees in a variety of sectors, name workplace and job satisfaction (Waltz et al., 2020; Wan & Duffy, 2022; Yap & Zainal, 2020), organizational commitment (Azzam & Harsono, 2021; Walden et al., 2017), leadership (as cited by Faller & Gogek, 2019; Dechawatanapaisal, 2018a; Kuron et al., 2015), mentorship (Ngotngamwong, 2020; Omilion-Hodges & Sugg, 2019), support and preferred work culture (Ngotngamwong, 2020; Stewart et al., 2017), and job opportunities (as cited by Faller & Gogek, 2019; Barford & Hester, 2011) as important to their retention. Job embeddedness (Lee et al., 2014) may help determine the retention of millennial nursing faculty. It is akin to a web in which an employee is enmeshed or embedded by multiple ties to their role and work environment, making leaving their role much more challenging (Mitchel et al., 2001). This theory could be implemented in the academic setting to retain millennial nursing faculty, as it has been shown to be predictive of retention for nurses (Fasbender et al., 2018; Reitz et al., 2010), millennials (Hassan et al., 2021), and employees younger than 45 years of age (Radford & Chapman, 2015). This qualitative study explored how millennial nurses describe the influence of characteristics of job embeddedness to stay within their community college faculty roles.","abstract_html":"Nursing students rely on nursing faculty to develop theoretical knowledge and clinical skills needed in professional practice environments (Jafarian-Amiri et al., 2020), and sufficient faculty members are required to train student nurses (Bagley et al., 2018). Nursing faculty are the heartbeat of nursing education, without them there will be no future nurses in a variety of nursing roles (Clochesy et al., 2019). Given the number of millennials in healthcare and nursing education positions, coupled with the increased retirement of baby boomer nurses and nursing faculty, the healthcare field and academia may need to rely on millennials remaining in their roles. This then provides an opportunity for institutions to determine retention strategies best suited for this generational group. Retention strategies previously used to retain employees differ for millennials (Ahmad & Ibrahim, 2015; Gallup, 2016; Hassan et al., 2020). Millennial employees in a variety of sectors, name workplace and job satisfaction (Waltz et al., 2020; Wan & Duffy, 2022; Yap & Zainal, 2020), organizational commitment (Azzam & Harsono, 2021; Walden et al., 2017), leadership (as cited by Faller & Gogek, 2019; Dechawatanapaisal, 2018a; Kuron et al., 2015), mentorship (Ngotngamwong, 2020; Omilion-Hodges & Sugg, 2019), support and preferred work culture (Ngotngamwong, 2020; Stewart et al., 2017), and job opportunities (as cited by Faller & Gogek, 2019; Barford & Hester, 2011) as important to their retention. Job embeddedness (Lee et al., 2014) may help determine the retention of millennial nursing faculty. It is akin to a web in which an employee is enmeshed or embedded by multiple ties to their role and work environment, making leaving their role much more challenging (Mitchel et al., 2001). This theory could be implemented in the academic setting to retain millennial nursing faculty, as it has been shown to be predictive of retention for nurses (Fasbender et al., 2018; Reitz et al., 2010), millennials (Hassan et al., 2021), and employees younger than 45 years of age (Radford & Chapman, 2015). This qualitative study explored how millennial nurses describe the influence of characteristics of job embeddedness to stay within their community college faculty roles.","abstract_has_math":false,"creators":["Brown, Chelsey"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Benson, Angela","Bruce, Cody","Hobbs, Jill"],"advisors":["McKnight, Doug"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T18:44:07Z","subjects":["Generation Y","intention to stay","job embeddedness","millennial nurse","nurse faculty","work-life balance"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1107554"],"render_values":[{"text":"1107554","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/15356","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Benson, Angela","Bruce, Cody","Hobbs, Jill"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["McKnight, Doug"]},{"key":"dc:creator","label":"Author","values":["Brown, Chelsey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-02-11T13:21:48Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-02-11T13:21:48Z"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Generation Y","intention to stay","job embeddedness","millennial nurse","nurse faculty","work-life balance"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1107554"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/15356"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Nursing students rely on nursing faculty to develop theoretical knowledge and clinical skills needed in professional practice environments (Jafarian-Amiri et al., 2020), and sufficient faculty members are required to train student nurses (Bagley et al., 2018). Nursing faculty are the heartbeat of nursing education, without them there will be no future nurses in a variety of nursing roles (Clochesy et al., 2019). Given the number of millennials in healthcare and nursing education positions, coupled with the increased retirement of baby boomer nurses and nursing faculty, the healthcare field and academia may need to rely on millennials remaining in their roles. This then provides an opportunity for institutions to determine retention strategies best suited for this generational group. Retention strategies previously used to retain employees differ for millennials (Ahmad & Ibrahim, 2015; Gallup, 2016; Hassan et al., 2020). Millennial employees in a variety of sectors, name workplace and job satisfaction (Waltz et al., 2020; Wan & Duffy, 2022; Yap & Zainal, 2020), organizational commitment (Azzam & Harsono, 2021; Walden et al., 2017), leadership (as cited by Faller & Gogek, 2019; Dechawatanapaisal, 2018a; Kuron et al., 2015), mentorship (Ngotngamwong, 2020; Omilion-Hodges & Sugg, 2019), support and preferred work culture (Ngotngamwong, 2020; Stewart et al., 2017), and job opportunities (as cited by Faller & Gogek, 2019; Barford & Hester, 2011) as important to their retention. Job embeddedness (Lee et al., 2014) may help determine the retention of millennial nursing faculty. It is akin to a web in which an employee is enmeshed or embedded by multiple ties to their role and work environment, making leaving their role much more challenging (Mitchel et al., 2001). This theory could be implemented in the academic setting to retain millennial nursing faculty, as it has been shown to be predictive of retention for nurses (Fasbender et al., 2018; Reitz et al., 2010), millennials (Hassan et al., 2021), and employees younger than 45 years of age (Radford & Chapman, 2015). This qualitative study explored how millennial nurses describe the influence of characteristics of job embeddedness to stay within their community college faculty roles."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Millennial Nurse Educators in Academia: Does Job Embeddedness Influence Intent to Remain?"]}]}],"canonical_facts":{"dc:contributor":["Benson, Angela","Bruce, Cody","Hobbs, Jill"],"dc:contributor.advisor":["McKnight, Doug"],"dc:creator":["Brown, Chelsey"],"dc:date.accessioned":["2025-02-11T13:21:48Z"],"dc:date.available":["2025-02-11T13:21:48Z"],"dc:date.issued":["2024"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["Nursing students rely on nursing faculty to develop theoretical knowledge and clinical skills needed in professional practice environments (Jafarian-Amiri et al., 2020), and sufficient faculty members are required to train student nurses (Bagley et al., 2018). Nursing faculty are the heartbeat of nursing education, without them there will be no future nurses in a variety of nursing roles (Clochesy et al., 2019). Given the number of millennials in healthcare and nursing education positions, coupled with the increased retirement of baby boomer nurses and nursing faculty, the healthcare field and academia may need to rely on millennials remaining in their roles. This then provides an opportunity for institutions to determine retention strategies best suited for this generational group. Retention strategies previously used to retain employees differ for millennials (Ahmad & Ibrahim, 2015; Gallup, 2016; Hassan et al., 2020). Millennial employees in a variety of sectors, name workplace and job satisfaction (Waltz et al., 2020; Wan & Duffy, 2022; Yap & Zainal, 2020), organizational commitment (Azzam & Harsono, 2021; Walden et al., 2017), leadership (as cited by Faller & Gogek, 2019; Dechawatanapaisal, 2018a; Kuron et al., 2015), mentorship (Ngotngamwong, 2020; Omilion-Hodges & Sugg, 2019), support and preferred work culture (Ngotngamwong, 2020; Stewart et al., 2017), and job opportunities (as cited by Faller & Gogek, 2019; Barford & Hester, 2011) as important to their retention. Job embeddedness (Lee et al., 2014) may help determine the retention of millennial nursing faculty. It is akin to a web in which an employee is enmeshed or embedded by multiple ties to their role and work environment, making leaving their role much more challenging (Mitchel et al., 2001). This theory could be implemented in the academic setting to retain millennial nursing faculty, as it has been shown to be predictive of retention for nurses (Fasbender et al., 2018; Reitz et al., 2010), millennials (Hassan et al., 2021), and employees younger than 45 years of age (Radford & Chapman, 2015). This qualitative study explored how millennial nurses describe the influence of characteristics of job embeddedness to stay within their community college faculty roles."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["1107554"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/15356"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Generation Y","intention to stay","job embeddedness","millennial nurse","nurse faculty","work-life balance"],"dc:title":["Millennial Nurse Educators in Academia: Does Job Embeddedness Influence Intent to Remain?"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:07Z"}