Job satisfaction among nursing faculty is critical to improving quality of nursing education, producing future nurses who will contribute directly to the health of patients at a local and national level. This study explores factors associated with job satisfaction among graduate nursing faculties in different universities of Nepal. A cross-sectional study was conducted among nursing faculty with at least one year of teaching in their respective institutions. A 36-items job satisfaction questionnaire with 6-point Likert type responses was administered online. The questionnaire was pre-tested with 30 faculties pooled from multiple institutions. Link to the final survey was sent via e-mail to 327 nursing faculties working in 39 nursing colleges. Respondents were contacted by phone as a follow up to the email to politely remind them about the survey. Data analysis was carried out with SAS University Edition software. Chi-Square test and t-test were used for simple descriptive analysis. A multivariate binary logistic regression model was used to identify the significant factors associated with nursing faculties’ job satisfaction. Adjusted odds ratio was calculated and significance was considered at p ≤ 0.05 with 95% confidence interval. The response rate was 54.4%. After retrospective cleaning of data, usable response rate was 52.3% (n = 171). The average age of the nursing faculties was 36.8 ± 7.0 years. Based on the overall job satisfaction score, 36.8% nursing faculties were satisfied with their current job. The coefficient for Cronbach’s alpha was 0.895 suggesting very good reliability of the overall measure. The significant factors associated with job satisfaction were the involvement of the faculties in decision making process related to the department (OR = 4.83) and adequate access to reference materials (OR = 2.90). This study suggests that nursing faculties have positive attitude towards their job but are dissatisfied with the benefits offered to them and the operating condition of their institutions. Expanding the teaching learning resources, such as reference books, subscription to journals, and continuing education opportunities for nursing faculties through participation in professional meetings would be helpful in improving the quality of nursing education in Nepal.

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尼泊尔研究生护理学院工作满意度的相关因素

护理教师的工作满意度对于提高护理教育质量、培养未来的护士至关重要，这些护士将直接为地方和国家层面的患者健康做出贡献。本研究探讨了与尼泊尔不同大学研究生护理学院工作满意度相关的因素。一项横断面研究是在各自机构至少教过一年的护理教师中进行的。在线进行了一份 36 项工作满意度问卷，其中包含 6 点李克特类型的回答。该问卷由来自多个机构的 30 名教师进行了预测试。最终调查的链接已通过电子邮件发送给在 39 所护理学院工作的 327 名护理学院。作为电子邮件的后续行动，通过电话联系受访者，礼貌地提醒他们有关调查的信息。使用SAS大学版软件进行数据分析。卡方检验和 t 检验用于简单的描述性分析。采用多元二元逻辑回归模型确定与护理学院工作满意度相关的重要因素。计算调整后的优势比，并在 p ≤ 0.05 时考虑显着性，置信区间为 95%。响应率为54.4%。在对数据进行回顾性清理后，可用响应率为 52.3%（n = 171）。护理人员的平均年龄为 36.8 ± 7.0 岁。根据总体工作满意度得分，36.8%的护理学院对其目前的工作感到满意。Cronbach's alpha 系数为 0.895，表明整体测量的可靠性非常好。与工作满意度相关的重要因素是教员参与与部门相关的决策过程（OR = 4.83）和充分获得参考资料（OR = 2.90）。这项研究表明，护理学院对自己的工作态度积极，但对提供给他们的福利和机构的运营状况不满意。通过参加专业会议来扩大教学资源，如参考书、期刊订阅和护理学院的继续教育机会，将有助于提高尼泊尔的护理教育质量。这项研究表明，护理学院对自己的工作态度积极，但对提供给他们的福利和机构的运营状况不满意。通过参加专业会议来扩大教学资源，如参考书、期刊订阅和护理学院的继续教育机会，将有助于提高尼泊尔的护理教育质量。这项研究表明，护理学院对自己的工作态度积极，但对提供给他们的福利和机构的运营状况不满意。通过参加专业会议来扩大教学资源，如参考书、期刊订阅和护理学院的继续教育机会，将有助于提高尼泊尔的护理教育质量。