Perspectives from Academic Leaders of the Nursing Faculty Shortage in Canada

Vandyk, Amanda; Chartrand, Julie; Beké, Émilie; Burlock, Laura

doi:10.1515/ijnes-2017-0049

Cited by 10 publications

(13 citation statements)

References 26 publications

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“…Another 211 articles were excluded following that review and, in the end, 9 peer-reviewed journal articles were included in this study for data extraction and analysis. Of the 9 reviewed studies, three were qualitative studies (e.g., Kirkham, 2016;Tourangeau et al, 2012;Vandyk et al, 2017), two quantitative studies (e.g., Tourangeau et al, 2014;, and four mixed-method studies (e.g., Cash et al, 2009;Singh et al, 2014;. Most of the empirical studies were small-scale, using qualitative methodologies (n = 4-12)photovoice, focus groups, interviews and narrative approaches.…”

Section: Study Search and Selectionmentioning

confidence: 99%

“…The issue of supply versus demand was frequently reported in the articles. According to Vandyk et al (2017), there are limited numbers of qualified PhD-prepared faculty available to fill their positions resulting in many unoccupied full-time faculty positions. The immediate and long-term implications of the aging nursing workforce and imminent/impending retirement of senior faculty members creates a demand for qualified applicants.…”

Section: Theme 1-supply Versus Demand (Recruitment and Hiring Practices)mentioning

confidence: 99%

“…In a study of 650 Ontario nursing faculty members, Tourangeau et al (2014) found that nursing faculty were generally satisfied with job status, and that when faculty preference for working full-time and/or part-time was congruent with their current employment status, they are more likely to remain employed. However, Vandyk et al (2017) found that academic leaders often struggle to recruit new faculty and in particular, part-time faculty because they often "lack knowledge about pedagogy, are reluctant to enforce failing grades, and have low institutional commitment" (p. 10).…”

Section: Theme 1-supply Versus Demand (Recruitment and Hiring Practices)mentioning

confidence: 99%

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Nursing Faculty Shortage in Canada: A Review of Contributing Factors

Boamah¹,

M²,

Cruz³

2021

Preprint

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Background: Strong nursing faculty is paramount to promote disciplinary leadership and to prepare future nurses for practice. Our understanding of the factors associated with or predictive of nurse faculty retention and/or turnover is lacking. Purpose: The aim of this review is to identify and synthesize the existing literature on factors contributing to nurse faculty shortage in Canada and implications on nursing practice. Methods: A scoping review based on the Arskey and O’Malley’s five stage framework for scoping reviews was undertaken. Utilising the PRISMA protocol, a comprehensive and structured literature search was conducted in five databases of studies published in English.Findings: Limited through search inclusion and relevance of research, nine studies out of 220 papers met the criteria for this review and were thematically analyzed. Identified themes were: supply versus demand; employment conditions; organizational support; and personal factors.Discussion: Impending retirement of faculty, unsupportive leadership, and stressful work environments were frequently reported as significant contributing factors to the faculty shortage.Conclusions: This scoping review provide insights into how Canada’s schools of nursing could engage in grounded efforts to lessen nursing faculty shortage, both nationally and globally. We identified a gap in the literature that indicates that foundational work is needed to create context-specific solutions. The limited studies published in Canada suggests that this is a critical area for future research and funding.

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Section: Study Search and Selectionmentioning

confidence: 99%

Section: Theme 1-supply Versus Demand (Recruitment and Hiring Practices)mentioning

confidence: 99%

Section: Theme 1-supply Versus Demand (Recruitment and Hiring Practices)mentioning

confidence: 99%

See 1 more Smart Citation

Nursing Faculty Shortage in Canada: A Review of Contributing Factors

Boamah¹,

M²,

Cruz³

2021

Preprint

View full text Add to dashboard Cite

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“…[16,18] Gaberson, Oermann, and Shellenbarger [45] affirm that because CIs are involved to varying degrees with the curriculum, they can carefully select clinical activities that best meet the students' learning needs and which are consistent with the course goals and objectives. However, with the current shortage of faculty, nursing programs are increasingly relying on sessional or part-time CIs who may lack experience as educators, [46,47] or clinical staff who may not know the students or have little experience in guiding students, thus requiring ongoing education, support and development. [46,48,49] Similarly, participants in this study reported a lack of formal preparation and orientation to their teaching role.…”

Section: Strengths Of the Traditional Modelmentioning

confidence: 99%

The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

Luhanga

2018

JNEP

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Background: The clinical instructors (CI) is an integral part of a quality clinical learning experience. CIs assist nursing students to integrate theory into practice. The traditional faculty-supervised model (traditional model) is used in Canadian undergraduate nursing programs for clinical teaching of Year 1 to 3 students, i.e., one CI supervises 6 to 8 (or 10) nursing students. Some researchers have questioned the effectiveness of the model in preparing students for practice and have concluded that in its current form, it might not be "best practice" with respect to student learning and patient safety. Research is needed to evaluate the traditional model of clinical instruction. Methods: This study explored perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model; and to identify the strengths and challenges of the model with regard to student learning and patient safety. The sample comprised of five faculty and seven CIs. Using an exploratory descriptive approach, qualitative data were gathered through semi-structured interviews and analyzed using thematic content analysis. Results: Although both faculty and CIs described some positive experiences facilitating nursing students' learning within the traditional model, participants indicated that their experiences depended on the size and complement of the clinical group. Overall, participants perceived more challenges than strengths with the model. Strengths included: (a) peer learning and support, (b) instructors' familiarity with curriculum and evaluation process, (c) guidance and support for novice students, (d) instructors' control over students' learning, and (e) opportunity for clinical experiences in a variety of settings. Challenges included (a) managing large clinical groups, (b) missed learning opportunities, (c) limited time for teaching and supervision, (d) difficulty balancing student learning with patient safety, (e) being seen as visitors on the unit, and (f) lack of role preparation. Conclusions: These findings provide additional evidence to existing knowledge related to clinical education of nursing students. Recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges of using the traditional model of instruction.

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“…The shortage in nursing academia continues to be a major issue that affects the capacity of nursing programs to educate and support the next generation of nurses. [1][2][3] The implementation of mentoring programs has been identified as one of the ways to possibly prevent the high rates of premature departure of faculty members just entering the new role of academic leaders, as well as to reduce faculty turnover. [4][5][6][7] Indeed, promoting teamwork and limiting isolation by bringing together new faculty members into the existing faculty group with a faculty mentorship program prevents frustration and work dissatisfaction, amongst other things.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a mentorship program for new and more-experienced nursing faculty

Lavoie‐Tremblay

Maheu

Octeau

et al. 2019

JNEP

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Objective: Evaluation of a nursing faculty mentorship program available to every faculty member regardless of seniority.Methods: Design: The faculty mentorship program was developed and implemented in a university-affiliated nursing department in Montreal in 2018. Mentors and mentees evaluated the program using self-reported surveys one-year post-implementation. The surveys addressed three main themes: (a) determining goals of the mentoring partnership; (b) overall level of satisfaction with the program; and (c) characteristics of each dyad’s mentoring agreement (strategies used to communicate, where the dyads met, etc.). Method: Quantitative and qualitative analyses were conducted.Results: A total of 19 mentees and 15 mentors completed the survey. The program was judged to be a worthwhile use of time by 89% of mentees and 93% of mentors. Even though specific mentoring needs differed according to seniority level, the program was shown to be beneficial to both less-experienced and more-experienced faculty. The main barriers to mentorship that were identified were related to timing, scheduling and time commitment issues. Clinical relevance: A successful mentorship program aimed at fostering relationships between nursing faculty members, regardless of seniority, has the potential to improve the productivity of a healthy workplace including the quality of both teaching and research.Conclusions: The mentorship program proposed herein was found to be useful and effective, as well as being beneficial as much for younger as for more experienced faculty members.

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Perspectives from Academic Leaders of the Nursing Faculty Shortage in Canada

Cited by 10 publications

References 26 publications

Nursing Faculty Shortage in Canada: A Review of Contributing Factors

Nursing Faculty Shortage in Canada: A Review of Contributing Factors

The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

Evaluation of a mentorship program for new and more-experienced nursing faculty

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