The Nursing Faculty Shortage. A Phenomenological Approach C.Karl RN MSN, Doctoral Candidate. CHAPTER ONE: TURNING TO THE PHENOMENON: THE FALL FROM THE WALLS The Wall A wall’s a place to call my own A place to rest upon. A place whose shadows let us hide, A place to stay alone.
C.Karl RN MSN, Doctoral Candidate
TURNING TO THE PHENOMENON: THE FALL FROM THE WALLS
A wall’s a place to call my own
A place to rest upon.
A place whose shadows let us hide,
A place to stay alone.
A wall is made of sturdy stone
but those who sit and claim their space,
they make the wall their very own.
And when they leave, another comes
And settles in to take their place
Upon these walls, the strong have stood,
And from them fell the weak
They’ve much to tell, if talk walls could
And someone’s there to hear them speak.
(Karl & Parry, 2005).
www.mbon.org / website address
A 2005 survey by the Maryland Council of Directors of Associate Degree and Baccalaureate Programs reported 30.5 vacant full-time positions in Maryland’s 24 nursing programs.
Faculty Recruitment and Retention
• Continue to promote faculty roles to the nursing population with career fairs, articles, seminars, etc.
• Establish and maintain competitive salaries and compensation, to make the faculty role a viable career option.
• Broaden options for interested nurses to become qualified to teach through teacher certification, education tracks at the master’s and doctoral levels, etc.
• Recognize clinical practice as a valid route for faculty contribution in lieu of research and publication.
• Continue to prime the pipeline for future faculty, by, for example, expanding access to master’s degree programs throughout the state, implementing distance learning options, expanding and promoting associate- to master’s-degree programs in nursing, and offering scholarships and other financial incentives to nurses who will complete advanced degrees and teach.
• Nurse educators are a critical resource in preparing the nursing workforce.
• In spite of faculty vacancies, Maryland schools were able to admit 2,129 students
in academic year 2003.
• The most common strategy used to compensate for unfilled budgeted full-time
positions is hiring more part-time faculty.
• Many schools also resort to increased teaching loads.This results in larger
classes or teaching additional courses, adversely affecting faculty recruitment and retention
• Nurse educators practice in clinical and academic settings and therefore must be competent clinicians.
However, while being a good clinician is essential, it is not sufficient for the educator role. Regardless of the setting in which the nurse educator is employed, there is a core of knowledge and skills that is essential if one is to be effective and achieve excellence in the role (p. 2).31
• Core knowledge and skills include the ability to:
Advance the total development and profession.
Socialize the learner.
Evaluate learning outcomes (p. 2).32
• The National League for Nursing (NLN) recommends that nurse educators need advanced clinical knowledge and advanced research skills, and they need knowledge and skills in education.
* Other = teaching not what expected / salary & Family/ desire to do other things/ grant expired