The Mediating Role of Novice Nurse Practitioner Professional Commitment on Workplace Stress and Teaching Behaviors

Background: Teaching is a vital competency for nurse practitioners (NP). Correlations among teaching behaviors, workplace stress, and professional commitment in novice NPs have been identified in previous research. However, the mediating effect of professional commitment on workplace stress and teaching behaviors is an issue that has been investigated in only a few studies. Purpose: To explore the relationships among workplace stress, teaching behaviors, and professional commitment in novice NPs and to identify the predictors and mediators of teaching behaviors. Methods: This cross-sectional study used a sample of 79 novice NPs. The research instruments used were the Nurse Workplace Stress Scale, Nurse Professional Commitment Questionnaire, and Clinical Teaching Behavior Inventory. Results: Negative correlations were found between workplace stress and professional commitment (r = -.37, p <.01) and between workplace stress and teaching behavior (r = -.27, p <.05). A positive correlation was found between professional commitment and teaching behaviors (r =.61, p <.001). Professional commitment was identified as a predictor of teaching behaviors (β =.59, R² =.38, p <.001) and as a mediator of workplace stress and teaching behaviors (Z = -3.11, p <.001). Conclusions/Implications for Practice: The findings verified professional commitment in novice NPs to be a moderator of workplace stress and teaching behaviors. The results of this study may be used to facilitate growth in professional commitment in healthcare practice settings.