The impact of factors related to professional socialization on job satisfaction and retention among faculty members in research university schools of nursing was studied. The impact of professional communication on clarity of professional role was also assessed. The study sample was drawn from nurse faculty members from schools of nursing which offer the Ph.D. degree. Survey forms seeking demographic and attitudinal information were mailed to 380 persons, of whom 225 responded. The research model included the variables of geographic location, school reputation, calibre of students, salary, and tenure. Multivariate and causal analysis techniques were employed. It was found that those with high communication activity tend to have low ambiguity which in turn results in high job satisfaction. Role ambiguity decreases job satisfaction and intent to remain at the school, and role ambiguity is decreased by external/active professional communication. Role conflict also reduces job satisfaction and retention. Among the variables affecting retention, geographic location of the school had the greatest impact followed closely by role ambiguity and role conflict. Additional findings and their implications are addressed, along with strategies for enhancing job satisfaction of nurse faculty members. A causal model for retention is appended. (SW)