Leveraging Higher Salaries for Nursing Faculty

The impact of burnout on doctorate nursing faculty's intent to leave their academic position: A descriptive survey research design

The current documented nursing faculty shortage is an important factor affecting our ability to address the nationwide nursing shortage. Occupational burnout is a common phenomenon among nurses that may negatively impact retention of nursing faculty. While research suggests that promoting resilience moderates occupational burnout and relates to occupational satisfaction in practicing nurses, very few investigations have examined resilience among nursing faculty. The purpose of this integrative review is to describe the current state of the science on resilience in nursing faculty and includes an analysis of 14 studies. Three major foci were identified in the literature: 1) descriptions of resilience levels in nursing faculty, 2) examinations of resilience based upon demographic factors, and 3) resilience and related concepts. Existing research indicates there may be demographic differences in resilience levels of nursing faculty, but additional investigation is necessary to confirm these relationships. There is evidence that quality of life (QOL), components of QOL, and support are correlated with resilience in nursing faculty but more rigorous research on these relationships is needed. Understanding more about the relationship between resilience, demographics, and associated factors will guide future development and choice of interventions tailored to promote resilience among nursing faculty.

The nursing shortage continues to escalate while literally thousands of qualified applicants are being turned away from nursing schools across the nation, largely because of insufficient numbers of nursing faculty. In this article, we attempt to summarize the scope of the current nursing faculty shortage, discuss the role of federal policies in contributing to and addressing the problem, and propose policy strategies for expanding the capacity of the current and future pool of nursing faculty.

This study identified characteristics and perceptions of nursing faculty that best predict their intentions to leave their faculty positions. The inadequate supply of nursing faculty is a situation that requires immediate intervention, yet evidence on factors associated with nurse faculty intent to leave their faculty positions is sparse. Survey data from 4,118 nurse faculty teaching in pre-licensure and graduate nursing education programs were analyzed. A conceptual model was designed to reflect six domains of factors contributing to the nurse faculty shortage and intent to leave. Two distinct multivariate models of characteristics and perceptions were determined to predict nursing faculty's intent to leave in the next year (n = 16) and next five years (n = 17). To address predictors of nurse faculty intent to leave, data-driven strategy recommendations based on the six domains model of contributing factors are presented. These strategies represent a small but important step in the process of resolving the nurse faculty shortage.

Nursing faculty members play a pivotal role in the achievement of nursing students' learning outcomes. A broader understanding of what constitutes effective teaching is essential in order to ensure that effective learning takes place in the clinical area. This review sought to identify the most and least effective nursing faculty characteristics as perceived by nursing students. An integrative review of the literature was undertaken. Studies were sourced from the following electronic databases: PsycINFO, PubMed Central, CINAHL, Medline and Scopus. An electronic search of relevant studies published between 2001 and 2017 was conducted using the following search terms: 'nursing', 'students', 'nurse faculty', 'nurse tutor', 'nurse educator', 'effective', 'clinical education', 'effectiveness', 'clinical instructor', 'nurse instructor', 'teaching behaviour', and 'teaching characteristics'. Twenty-nine articles met the inclusion criteria. This review revealed that nursing students value nursing faculty's competence and interpersonal skills over their personality traits. Furthermore, the review highlighted that there exists a lack of studies that examine individual factors, which may influence nursing students' choice of teaching behaviours. Future studies linking teaching behaviours and nursing student learning outcomes are recommended. Nursing faculty must strive to improve their professional competence and interpersonal skills in order to better provide quality education to nursing students.

INTRODUCTION Increasingly, faculties of pharmacy in Canada comprise 2 types of academic personnel in both tenure and nontenure streams: traditional and practicebased. Practice-based faculty members may be either tenured or nontenured, are involved in teaching, and may or may not have research responsibilities. The focus of practice-based faculty members, who have teaching, research, and clinical responsibilities, is often different from that of traditional faculty members, who have only teaching and research responsibilities. Hence, conflicts regarding the direction of the faculty’s curriculum or research programs and the workload, performance appraisal, promotion, and perceived contribution of individual faculty members may arise. The situation is further complicated because many practice-based faculty members work only part-time in the university, an uncommon scenario for traditional academics. Almost all faculties of pharmacy face these issues. Anecdotal evidence suggests that relationships between these 2 types of academics need to be explicitly nurtured and developed. Improving communications certainly seems an appropriate strategy, with explicit discussion about the issues from all perspectives, especially regarding performance appraisal and promotion. To initiate such a discussion, a one-day session was arranged during the joint meeting of the Association of Faculties of Pharmacy of Canada (AFPC) and the Canadian College of Clinical Pharmacy (CCCP). The goal of this meeting was to establish dialogue between practice-based and traditional faculty members about the roles and responsibilities of the various clinical appointments. In preparation for the meeting a list of several points for discussion was created. These points were circulated to members of both AFPC and CCCP for feedback before the meeting. On the basis of the response of members, 6 specific objectives were selected for discussion at roundtable sessions during the morning of the joint meeting. The specific objectives were as follows: • To identify the pros and cons of tenure-track versus nontenure-track academic appointments for practice-based academic staff. • To identify mechanisms and approaches for including clinical service as one criterion for promotion of nontenure-track practice-based academic staff. • To identify appropriate ranges of responsibility, such as teaching, research, scholarly activity, and clinical service, in consideration of tenure and promotion of tenure-track practice-based academic staff. • To identify how academic and clinical mentoring among practice-based faculty members and preceptors could be improved. • To identify the positive and negative impacts on universities and institutions of clinical crossappointments or joint appointments. • To identify the positive and negative impacts on practice-based faculty members of the possible implementation of the entry-level PharmD degree in Canada. For each objective, several questions were formulated to guide the discussion. Facilitators for the sessions were selected from both AFPC and CCCP and were paired so that one traditional faculty member and one practice-based faculty member facilitated the discussion for each objective. Facilitators either selected their objective on the basis of personal interest or experience or were asked to facilitate a specific objective on the basis of their expertise. The session was held on June 11, 1999, in Quebec City, Quebec. Approximately 60 AFPC members and 150 CCCP members attended the session. During the morning session, attendees were given the opportunity to participate in 3 roundtable sessions, each discussing a different objective. After these discussions, the facilitators met to summarize their findings. These summaries were presented to the participants later in the day. A synopsis of each summary is presented below. Each objective is presented separately, although key points from each of the objectives often overlapped.

The aim of the study was to determine the intent of baccalaureate nursing students to pursue a future nursing faculty role. An impending nursing faculty shortage negatively affects the capacity to meet the need for nurses. Using the constructs of social cognitive career theory, a prospective correlational research design was used to survey prelicensure BSN nursing students regarding their intent for a future nursing faculty role. Twenty-five percent of the students intend to pursue a future faculty role. The six statistically significant predictors for a future faculty role were type of nursing program (OR = 2.0), interest in the activities of a faculty role (OR = 2.3), outcome expectations-advantages (OR = 1.9), previous teaching experiences (OR = 1.7), encouragement (OR = 1.5), and outcome expectations-disadvantages (OR = 0.8). Providing students with knowledge of the faculty role, teaching experiences, and encouragement may inspire them to pursue a future faculty role.

The current nursing faculty shortage rapidly has expanded the need to hire faculty. New faculty are clinical experts in their own practice; however, many lack formal knowledge about the academic setting, making the transition from practice to academia difficult. A qualitative descriptive study was developed to identify how new faculty transition into their academic positions. The sample consisted of 12 clinical nursing faculty participants. A total of 12 themes emerged: awful day as faculty, career plans, compensation, finding my place in academia, great day at clinical, "I wanted to be successful," preparation for the faculty role, struggling, student experiences, support, lack of support, and surprise. Finding ways to recruit and retain qualified faculty is imperative. Inadequate support for transitioning to the faculty role may contribute to faculty turnover; developing a strong mentoring program may help retain qualified faculty. [J Nurs Educ. 2023;62(8):433-442.].

The Relationship Between Emotional Intelligence and Clinical Teaching Effectiveness in Nursing Faculty

BackgroundThe COVID-19 pandemic influenced the delivery of nursing education worldwide. The objective of this scoping review was to map the existing research literature on how the COVID-19 pandemic impacted faculty in nursing education professionally and personally.MethodsThe framework of Joanna Briggs Institute Manual for Evidence Synthesis guided the development of this scoping review. Publications were searched for in the following databases: Medline, Embase, CINAHL, ERIC, Epistemonikos, Cochrane, Web of Science, Scopus, in addition to Teacher Reference Center, and Google Scholar. Frequency counts were registered to record the characteristics of sources of evidence. Frequency counts and summarized descriptions were then used to understand how nursing faculty was affected professionally and personally.ResultsAfter screening a total of 8525 publications, 34 articles were found eligible for inclusion. The publications originated worldwide with the majority from North America and Asia. Included studies made use of qualitative, quantitative, and mixed methods to illuminate, experiences and descriptions of the challenges facing nursing faculty in academia during the COVID-19 pandemic. The nursing faculty was professionally impacted by COVID-19 pandemic as it led to an online working environment, challenging workloads, working hours, teaching methods, and less focus on research. The personal impact of the COVID-19 pandemic on faculty members was related to physical, emotional and social aspects.ConclusionsThis scoping review mapped the literature on how the COVID-19 pandemic impacted faculty in nursing education professionally and personally. Nursing education was unprepared for such a crisis. Our findings call for future studies focusing on long term online working environment for nursing faculty is encouraged as it will benefit nursing education.

Comfort levels of nursing faculty regarding student assignment to a patient with AIDS

Objective: Nursing education institutions globally have issued calls for mentorship to address the nursing faculty shortage; however, little is known about the current state of mentorship for faculty members in Canadian schools of nursing. The purpose of this study is to describe the current state of mentorship in Canadian schools of nursing and explore definitions and goals of mentorship programs, mentorship models and components, and mentorship evaluation.Methods: A qualitative descriptive study was conducted. Within the Canadian Association of Schools of Nursing there are 81 English-speaking schools of nursing and 2,284 permanent faculty members spread over four regions. Participants were recruited from the 81 schools of nursing through the CASN newsletter list serve and publically accessible email addresses. Inclusion was limited to English speaking faculty. Purposive sampling aimed to capture variation across rank and tenure, school, size and areas within Canada. Semi-structured interviews were utilized to explore the participant’s (n = 48) perspectives and involvement with mentorship. Interviews were audio-recorded and transcribed verbatim. NVivo was used to code and analyze the data for significant statements and phrases, which were organized into themes and sub-themes.Results: Mentorship remains largely informal in nursing academia without common definitions or goals. Current mentorship in nursing academia employed dyad, peer, group, constellation, and distance mentorship models. Common mentorship program components included guidelines, training, professional development workshops, purposeful linking of mentors and mentees, and mentorship coordinators. Evaluation of mentorship in nursing academia, where it exists, remains mostly descriptive, anecdotal, and lacks common evaluative metrics.Conclusions: Our results confirm mentorship in Canadian schools of nursing remains largely informal. In developing mentorship programs, academic leaders need to consider the mentorship models and components to meet their specific needs. Further rigorous evaluation of mentorship programs and components is needed to identify if mentorship programs are achieving specified goals.

Nursing faculty: one generation away from extinction?

Background: Addressing the need for improved healthcare services for survivors of sexual assault in India is a crucial issue. It is recommended to add forensic content to nursing curricula in India, but effective implementation in this regard is limited. We assessed the readiness of nursing faculty to integrate the sexual assault nurse examiners (SANE) curriculum in India. Methods: A pilot study was conducted among nursing faculty members from four nursing colleges in a selected district of Kerala, India. A total sample of 100 faculty members from the selected colleges was surveyed using a pre-tested structured questionnaire. Results: Most participants (95%) agreed SANE would improve survivor care. Barriers to reporting included police/legal intimidation (98%), male examiners (12%), invasive procedures (25%), and social stigma. Most supported having a dedicated caregiver for survivors (85%). However, only 12% had provided care, and 6% were aware of SANE training. Major barriers identified were the lack of SANE-trained personnel (77%), clinician disinterest (35%), physician resistance to shared roles (12%), and insufficient legal support (40%). While 62% urged policy reform, few found the curriculum socially (2.1%) or educationally (11.5%) inadequate. Nonetheless, 94% strongly supported and 6% supported SANE legislation and implementation by the Indian Nursing Council and other bodies. Conclusions: Nursing faculty supported the implementation of SANE education and practice, recognizing its importance to Indian society and its potential benefit for survivors of sexual trauma. This positive attitude among nurses represents a crucial step toward the successful integration of the SANE curriculum into nursing education.

Background: Students academic incivility is a serious and growing concern in higher education and specifically in nursing education. Incivility is increasing among nursing students and it is one of the problems affecting nursing education in different countries. Aim: To assess perception and incidence of students academic incivility at Faculty of Nursing. Research design: The study was conducted using descriptive research design. Setting: The study was carried out at Faculty of Nursing, Minia University. Subjects: The study subjects consisted of30% from total number of nursing students enrolled at 2nd, 3rd, and 4th academic years during the academic year 2018-2019 (N=400), and 50 % from total number of faculty staff members and their assistants (N=61). Tool: Incivility in nursing education survey (INE) was used for data collection. Results: Revealed that, staff members had the highest level of perception regarding student academic incivility behaviors with (88.5%) followed by students with (73.8%). Also, the highest percent regarding incidence of students disruptive behaviors was for moderate level of occurrence from staff members view with (75.4%) followed by students view with (49.8%). Moreover, the highest percent regarding incidence of student threatening behaviors was for low level of occurrence from students view with (71.8%) followed by staff members view with (59%). Conclusion: There is statistically significant difference between students and staff members view regarding perception of students' academic incivility behaviors and its incidence. Recommendation: Creating and implementing new student orientation program, which considered a prim opportunity to prepare students for their undergraduate experiences by providing valuable resources and information. And staff members should be role model in civil discussion, communicates effectively with the students in the class, and focus on creating respectful relationship with them and appreciating their effort and perspectives.