The New Mexico Nurse - January 2019

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Page 4 • The New Mexico Nurse January, February, March 2019 What Does “Future Time Perspective” Mean for New Mexico Nurses? Susan Bassett, RN, PhD, NE-BC, Col, Ret USAF, Kathleen Cooper, RN, MSN, CNE, Judith Piepkorn, RN, MSN and Cynthia Nuttall, MSN, MPA, PhD, NE-BC, RN This study and subsequent findings are submitted to inform nurses in NM of results of a study in which many participated and as a follow up to an earlier article. The authors proposed to study how a future time perspective (FTP) may affect the motivation of New Mexico nurses to follow through with further educational goals. Background: Time perspective theories are based on Lewin’s (1985) Time-filled Life Space Theory that the past and future time influence present behavior. When time is seen as extended, then functional, staged goals toward long-term career achievements are more likely to be considered (Kuppelwieser & Sarstedt, 2014). Recent researchers suggest that optimal motivation occurs when the attainment of present tasks are valued because they lead towards attainment of a person’s personal view for the future (Tabachnick, Miller, & Relyea, 2008). Ideally, a person responds to daily life choices with a balanced time orientation, basing behaviors on a balance of past experiences, present desires, and potential future consequences. Future-oriented persons, in general, are better able to resist temptations in the immediate setting that may distract them from long term goals (Harber, Zimbardo, & Boyd, 2003; Walker & Tracey, 2012). Joyce, RN Med/Surg Dawn, RN Perinatal Jacob, RN lnterventional Radiology (IR) Leah, RN PICU Hector, RN PACU Methodology: This quantitative survey included 149 participants; all were New Mexico nurses with a current BSN. Table 1. demonstrates the relationships between demographic variables and overall FTP scores reported from Carstensen’s (1996) FTP Scale. Although Carstensen did not provide a method for evaluating expansive versus limited FTP, this study utilized 10 questions of a 7- point Likert scale (3 reverse coded). Thus, scores from 19-39 were deemed to reveal a limited FTP, 40-49 were undecided, and scores above 49 to a maximum of 70 points were seen to reflect a perspective of expansive time for career opportunities. Results: Based on this interpretation, the FTP study revealed: a. A relatively positive (average FTP score = 50.54) perspective for future opportunities in life among participating New Mexico nurses. b. As expected, the higher ratings of positive/expansive FTP can be seen among younger nurses with median FTP scores of M (Mean) =55.14 and M=54.35 respectively. In addition, (71%) of 20-29 y/o nurses, and (61%) of 30-39 y/o nurses report plans to return for their MSN within the next 5-10 years. c. Comparatively, nurses age 50-59 and over 60 yielded FTP scores of M=46.02 and M=42.67 respectively. In addition, only (23%) nurses age 50-59 and (6%) of nurses age 60-60 report definite future educational plans. d. Nurses with the least experience (0-4.9 years) reported the highest FTP (focus on opportunities) (M=56.46). e. It seems encouraging that Hispanic nurses reported the highest FTP scores (M=52.51), however Native American nurses reported the lowest FTP score of all (M=36.83). Sixty-five percent of Hispanic nurses, 53% of White, non- Hispanic nurses, and 50% of Native American nurses all indicated they plan to return to school at some time for further education. It is further very encouraging that 36% of all participants plan to return to school within the next five years. f. Statistically significant correlations (p < .01, two-tailed) were identified between: We are looking for experienced nurses to work in our ER, CCU/ICU, Tele/Med/Surg, Cath Lab, OR, Perinatal services, NICU, PICU. 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January, February, March 2019 The New Mexico Nurse • Page 5 1) Age and FTP total scores were inversely related (r = -.342); 2) Likelihood to return to school and FTP scores (r = .441); 3) Likelihood to return to school and years of experience were inversely related (r = -.237); and 4) Likelihood to return to school and years of BSN experience were inversely related (r = -.488). Findings: This study supported the findings of (Zimbardo & Boyd, 1999) that current decision-making comes from expectations of future rewards or consequences, weighed against realistic assessments of obstacles and subsequent consequences. Indeed, the balance to switch flexibly among time perspectives depending on the task features, the situation, and personal resources, can optimize life choices to more fully realize life/career potentials. Limitations: Use of the FTP Scale resulted in a solid basis for understanding time perspective related to educational/career aspirations. However, study recruitment efforts were not initially successful. A secondary study site arrangement through the Albuquerque VA improved recruitment, but limited the scope of participants which may not be truly representative of all New Mexico nurses. Implications: There are several reasons why understanding FTP is important to the nursing profession. FTP has been found to have a direct occupational influence on career variables (Zacher & Frese 2009). Workers scoring higher on FTP were linked to seeing the importance of future goals and working harder to develop skills needed to reach their goals, thus positively affecting turnover intention due to career commitment (Park, 2015). These career findings were underscored by findings in this study. Also, time perspective can also be used to guide marketing appeals to targeted consumers such as “life is short, so act now…” versus “take the time to achieve success….” Sarver, Cichra, and Kline’s survey (2015) found that 76% of US nurses were not enrolled in an educational program; of those who were enrolled, 87% chose online programs. This appears to indicate that there is a continuing demand for on-line education opportunities for nurses returning to education programs. Better understanding of how nurses view their future educational opportunities and their options for obtaining this education is critical to improving overall health care delivery in New Mexico. References: Carstensen, L. L. (1996). Future Time Perspective Scale. Harber, K. D., Zimbardo, P. G., & Boyd, J. N. (2003). Participant self-selection biases as a function of individual differences in time perspective. Basic and Applied Social Psychology, 25(3), 255-264. Kuppelweiser, V, G. K., & Sarstedt, M. (2014). Applying the future time perspective scale to advertising research. International Journal of Advertising, 33(1), 113-136. doi:10.2501/IJA-33-1-113-136. Park, I-J., & Jung, H. (2015). Relationships among future time perspective, career and organizational commitment, occupational self-efficacy, and turnover intention. Social Behavior and Personality, 43(9), 1547-1562. doi:10.2224.sbp.2015.43.9.1547 Sarver, W., Cichra, N., & Kline, M. (2015). Perceived benefits, motivators, and barriers to advancing nurse education: Removing barriers to improve success. Nursing Education Perspectives (National League for Nursing), 36(3), 153-156. doi:5480/14-1407 Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The relationships among students’ future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment. Journal of Educational Psychology, 100(3), 629-642. doi: 10.1037/0022-0663.100.3.629 Walker, T. L., & Tracey, T. J. G. (2012). The role of future time perspective in career decision-making. Journal of Vocational Behavior, 81, 150-158. doi:10.1016/j. jvb.2012.06.002 Zacher, H., & Frese, M. (2009). Remaining time and opportunities at work: Relationships between age, work characteristics, and occupational future time perspective. Psychology and Aging, 24(2), 487-493. Zimbardo, P. G., & Boyd, J. M. (1999). Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 77(6), 1271-1288. This research was funded by an Eastern New Mexico University internal faculty grant and was approved by both ENMU and Veteran Affairs Institutional Review Boards. Dr. S. Bassett, K. Cooper, J. Piepkorn, are all nursing instructors , Instructors in the Nursing Program, College of Liberal Arts and Sciences at Eastern New Mexico University and Dr. C. Nuttall, is the Chief Nurse, Academic Affairs, Professional Practice and Research New Mexico VA Healthcare System. For questions and comments please contact : Col (Ret) Susan E. Bassett, PhD, RN, Instructor: Tel: 575- 562-2279 E-mail: Susan.bassett@enmu.edu Table 1. Gender: Demographics Compared to Future Time Perspective (FTP) Total Scores FTP Mean (Avg Score) FTP Median (Middle Score) FTP Mode (Most freq.) Range Females (N=116) [78%] 50.20 52 49 19-70 Males (N=33) [22%] 50.63 49 49 31-70 Age: 20-29 (N=14) [9%] 55.14 54 49 45-68 30-39 (N=46) [31%] 54.35 57 60 32-70 40-49 (N=28) [19%] 53.71 54 70 25-70 50-59 (N=43) [29%] 46.02 49 49 15-67 60-69 (N=18) [12%] 42.67 46 46 19-68 Ethnicity: African American (N=7) [5%] 52.14 57 54 32-70 Asian (N=6) [4%] 49.17 49 49 38-58 White, Non-Hispanic (N=75) [50%] 50.29 49 49 19-70 Hispanic (N=49) [33%] 52.51 55 70 26-70 Native American (N=6) [4%] 36.83 35 N/A 15-62 Other (N=6) [4%] 49.50 49 N/A 37-60 Years of Experience as a BSN: 0-4.9 (N=77) [52%] 54.42 49 49 24-70 5-9.9 (N=24) [16%] 45.83 45 46 20-70 10-14.9 (N=14) [9%] 44.57 48 N/A 25-61 15-19.9 (N=10) [7%] 50.50 52 49 19-67 20-24.9 (N=8) [5%] 42.00 45 N/A 15-58 25-29.9 (N=2) [1%] 34.50 N/A N/A 26-43 30+ (N=14) [9%] 49.93 51 52 30-68 Years of Experience: 0-4.9 (=39) [26] 56.46 56 49 35-70 5-9.9 (N=41) [28%] 51.12 52 59 31-70 10-14.9 (N=14) [9%] 49.00 49 47 25-70 15-19.9 (N=11) [7%] 48.55 49 38 30-64 20-24.9 (N=14) [9%] 45.00 46 46 15-65 25-29.9 (N=10) [7%] 49.30 52 N/A 26-67 30+ Years (N=20) [13%] 44.10 46 49 19-68 Likelihood of returning for MSN: Within next 5 years (N=54) [36%] Within next 10 years (N=10) [7%] Yes, time not decided (N=22) [15%] 55.65 55 70 24-70 52.60 52 65 36-67 47.41 54 46 36-67 Perhaps, someday (N=23) [15%] 53.22 49 49 31-60 Unlikely (N=20) [13%] 46.70 49 49 15-68 Almost no chance (N=20) [13%] 39.55 40 43 19-67
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