Preparing nurses for faculty roles: The Institute for Faculty Recruitment, Retention and Mentoring (INFORM)

Clochesy, John M.; Visovsky, Constance; Munro, Cindy L.

doi:10.1016/j.nedt.2019.05.018

Cited by 22 publications

(27 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Research shows that many nurses tend to pursue academic positions at an older age than in other academic fields, which leads to shorter academic careers, especially since many retire at an earlier age, usually around 62 years (Yedidia et al, 2014). Senior-level faculty members with their experience, wisdom, intellect, leadership, and many proficient skills, are invaluable assets in academia as they pass on their expertise to the next generation of nurses (Clochesy et al, 2019). However, if not cultivated, the transfer of expertise may be lost after an individual retires.…”

Section: Aging Academic Facultymentioning

confidence: 99%

“…In Canada, to become a full-time nursing research faculty member, one typically needs a Doctor of Philosophy (PhD) degree. Doctorally-prepared nurse scientists have the important task of passing on the standards, values, and practices of the nursing profession to the next generation of nurses, in addition to other expectations, especially when in tenure-earning positions (Clochesy et al, 2019). However, on a global scale, there are far fewer nurses that possess doctoral degrees than there are nurses with baccalaureate or other forms of prelicensure education.…”

Section: Undersupply Of New Facultymentioning

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

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.

show abstract

Section: Aging Academic Facultymentioning

confidence: 99%

Section: Undersupply Of New Facultymentioning

confidence: 99%

Nursing Faculty Shortage in Canada: A Review of Contributing Factors

Boamah¹,

M²,

Cruz³

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…One of the innovative strategies to compensate for the shortage of nursing faculty in clinical education is the temporary employment of clinical expert nurses as PTCNIs. However, while they are experts in clinical practice, they lack the formal knowledge, skills, and attitudes to educate and evaluate students [ 3 , 4 ]. According to Benner’s theory, an experienced clinical nurse is a novice educator.…”

Section: Introductionmentioning

confidence: 99%

From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

et al. 2022

View full text Add to dashboard Cite

Background Transition from a clinical expert nurse to a part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs. Methods A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.’s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study. Results After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = − 16.554, p = 0.0005). Conclusions This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.

show abstract

“…Consequently, this shortage has prohibited nursing programs from meeting the decades-old recommendation that 80% of the nursing workforce be educated at the baccalaureate level 7. One solution is the recruitment of expert clinicians for new roles as educators, yet without adequate knowledge and skills related to teaching, they may be unprepared for the demands of clinical or didactic instruction and may not remain 8…”

mentioning

confidence: 99%

“…7 Having a positive work environment that fosters collegial relationships is highly correlated with job satisfaction and retention. 8 Other factors associated with workplace satisfaction and retention include salary, mentorship, administrative support, culture, and work-life balance. 15,16 For nurse educators, excessive workload frequently contributes to disruptions in work-life balance and job dissatisfaction.…”

mentioning

confidence: 99%

Nurse Faculty Shortage

et al. 2021

View full text Add to dashboard Cite

Background: The nurse faculty shortage has impacted current and future nursing workforce needs and health outcomes. What has not been expansively reported is the perspective of nursing program administrators as they grapple with the nurse faculty shortage and its effect in their schools. Purpose: The purpose was to explore nursing program administrators' perspectives of the nurse faculty shortage. Method: Administrators from 8 community colleges and 8 universities representing undergraduate and graduate nursing programs in the mid-Atlantic region participated in semistructured interviews pre-coronavirus disease (SARS COVID-19). Researchers used a 7-stage Heideggerian hermeneutic analysis. Findings: Twenty-four interviews elicited 4 themes: onboarding and integration; "elephant in the room"; making do: getting by; and changing expectations. Conclusions: Administrators faced increasing faculty workloads, academic/practice pay disparities, and staffing challenges-a stark contrast to their goal of teaching excellence, quality student outcomes, and faculty satisfaction. An unexpected finding was a deterioration in workplace climate and its untoward effects on meeting workforce needs.

show abstract

Preparing nurses for faculty roles: The Institute for Faculty Recruitment, Retention and Mentoring (INFORM)

Cited by 22 publications

References 25 publications

Nursing Faculty Shortage in Canada: A Review of Contributing Factors

Nursing Faculty Shortage in Canada: A Review of Contributing Factors

From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

Nurse Faculty Shortage

Contact Info

Product

Resources

About