Nursing Faculty Characteristics and Perceptions Predicting Intent to Leave

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

The aims of this paper are to: (1) describe work characteristics that nurse faculty report encourage them to remain in or leave their academic positions; and (2) determine if there are generational differences in work characteristics selected. Nurse faculty play key roles in preparing new nurses and graduate nurses. However, educational institutions are challenged to maintain full employment in faculty positions. A cross-sectional, descriptive survey design was employed. Ontario nurse faculty were asked to select, from a list, work characteristics that entice them to remain in or leave their faculty positions. Respondent data (n=650) were collected using mailed surveys over four months in 2011. While preferred work characteristics differed across generations, the most frequently selected incentives enticing nurse faculty to stay were having: a supportive director/dean, reasonable workloads, supportive colleagues, adequate resources, manageable class sizes and work/life balance. The most frequently selected disincentives included: unmanageable workloads, unsupportive organizations, poor work environments, exposure to bullying, belittling and other types of incivility in the workplace and having an unsupportive director/dean. This research yields new and important knowledge about work characteristics that nurse faculty report shape their decisions to remain in or leave their current employment. Certain work characteristics were rated as important among all generations. Where similarities exist, broad strategies addressing work characteristics may effectively promote nurse faculty retention. However, where generational differences exist, retention-promoting strategies should target generation-specific preferences.

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.

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.

Nursing faculty: one generation away from extinction?

Recruiting and retaining nursing faculty in a Texas Community College System: A strategy focused on collaboration and support

Background: In a contemporary healthcare environment characterized by rapidly-changing developments and relentlessly-increasing knowledge, professional nurses need to develop critical thinking skills that will provide them with expertise in flexible, individualized, situation-specific problem solving. Therefore, nursing education strives to facilitate the development of students’ critical thinking through the appropriate instructional approaches. Developing critical thinking and knowledge of different learning styles among the student population are important in designing curricula, and adopting teaching methods that to promote student learning is a crucial part of ensuring that students engage positively with content and develop the deep learning skills needed for lifelong learning. Assessment of LS and CTD should be given more attention by nurse educators because teaching students according to their learning ability will nurture their CTD, increase their ability to process information, and enhance academic performance. Aims: The present study aims to determine baccalaureate nursing students’ critical thinking dispositions and learning styles and its relation to their achievement. Design: The study will use descriptive correctional study. Methods: The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students, enrolled in the Faculty of Nursing from three levels of academic year, fourth, sixth, and eighth at the time of the study of the academic year 2010-2011 were included in the study (n= 208). Three tools were used for data collection namely; California Critical Thinking Disposition Inventory (CCTDI), Learning Style Questionnaire (LSQ), and Retrospective Audit. Results: Based on the study findings of this study, it could be found that there was no significant relationship between overall critical thinking dispositions and learning style with nursing students’ achievement, while a significant relationship was proved between nursing student critical thinking disposition and nursing student active/reflective learning style. The majority of the undergraduate nursing students at Faculty of Nursing, King Khalid University showed ambivalent disposition towards most of the dispositional characteristics and the overall CCTDI. Conclusions: It was concluded that critical thinking is enhanced when active learning approaches and most nursing students preferred active/reflective learning style. It is recommended to the developed further studies in other faculties of nursing in Saudi Arabia. Key words: Nursing education program, critical thinking, critical thinking dispositions, learning styles, nursing students’ achievement, nursing educators, Grade Point Average. Abbreviations: CT critical thinking, CCTDI California Critical Thinking Disposition Inventory, LS learning style, GPA grade point average, SDL self-directed learning, SDLERS Students' Self-Directed Learner Readiness Scale.

Leveraging Higher Salaries for Nursing Faculty

The aim was to explore 1) the relationship between nursing faculty attributes and their experiences with workplace incivility and 2) the impact of experiences with workplace incivility on the physical and psychological health of nursing faculty. Qualitative evidence suggests that workplace incivility impacts the physical and psychological health of nursing faculty. This has not been explored in a quantitative manner. A cross-sectional, correlational survey was distributed to nursing faculty teaching in the southeastern United States. Data were analyzed using multiple linear regression and hierarchical multivariate multiple regression. Faculty age, full-time status, highest degree earned, orientation programs, and program type were significantly related to experiences with workplace incivility. Workplace incivility was significantly related to an increase in headaches, sleep disturbances, and digestive problems and a decrease in subjective well-being. Workplace incivility significantly impacts the physical and psychological health of nursing faculty.

Graduate nursing education programs' focus on preparation for academia results in many graduate nurses being unprepared to function as nursing professional development (NPD) practitioners in the practice environment. This article describes the development of an innovative collaborative partnership designation program and how a specialty organization, health system, and academia partnered to create an educational program to prepare NPD practitioners. The designation program provides a practical tool for use by NPD departments to advocate for the NPD specialty.

The purpose of this study was to determine the knowledge and use of critical thinking teaching strategies by full-time and part-time faculty in Associate Degree Nursing (ADN) programs. Sander's CTI (1992) instrument was adapted for this study and pilottested prior to the general administration to ADN faculty in Southeast Florida. This modified instrument, now termed the Burroughs Teaching Strategy Inventory (BTSI), returned reliability estimates (Cronbach alphas of .71, .74, and .82 for the three constructs) comparable to the original instrument. The BTSI was administered to 113 full-time and part-time nursing faculty in three community college nursing programs. The response rate was 92% for full-time faculty (n = 58) and 61 % for part-time faculty (n = 55). The majority of participants supported a combined definition of critical thinking in nursing which represented a composite of thinking skills that included reflective thinking, assessing alternative viewpoints, and the use of problem-solving. Full-time and part-time faculty used different teaching strategies. Fulltime faculty most often used multiple-choice exams and lecture while part-time faculty most frequently used discussion within their classes. One possible explanation for specific strategy choices and differences might be that full-time faculty taught predominately in theory classes where certain strategies would be more appropriate and part-time faculty taught predominately clinical classes. Both faculty types selected written nursing care plans as the second most effective critical thinking strategy. Faculty identified several strategies as being effective in teaching critical thinking. These strategies included discussion, case studies, higher order questioning, and concept analysis. These however, were not always the strategies that were used in either the classroom or clinical setting. Based on this study, the author recommends that if the profession continues to stress critical thinking as a vital component of practice, nursing faculty should receive education in appropriate critical teaching strategies. Both in-service seminars and workshops could be used to further the knowledge and use of critical thinking strategies by faculty. Qualitative research should be done to determine why nursing faculty use self-selected teaching strategies.

Computer-Based Learning (CBL) is an educational method that has been formed by combining computer technology and learning principles by oneself. The aim of this study was to design, implement computer based learning regarding airway suction and evaluate its effect on knowledge and skill retention of pediatric nursing students. A quasi experimental research design was used. The subjects: 150 pediatric nursing students in the third year, Faculty of Nursing, Tanta University. Materials and Method: Two tools were used to collect data: students' knowledge regarding airway suctioning and airway suctioning observational checklist. The Results revealed that the total scores of students' knowledge and practice for majority of study and control groups were unsatisfactory before teaching interventions and improved for both groups immediately, 2weeks, and 8 weeks with higher scores for study than control group. Conclusion: it can be concluded that there was a significant improvement in knowledge and skill retention of students studied with computer based learning method in relation to airway suctioning than students studied with traditional learning method. Recommendations: Medical and nursing education programs should adopt computer based learning in undergraduate education, and should support the introduction of computer based learning as an important step in curriculum development.

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.

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.].