R & R – Recruitment and Retention of Nursing Faculty Bennie L. Marshall, Ed.D., RN, NE-BC Professor/Chair Norfolk State University Norfolk, Virginia

Objectives Why is recruitment and retention of nursing faculty so important to the health of all? What are some of the factors contributing to the nursing faculty shortage? What are the role expectations of the 21st Century nursing faculty member? How can we ensure a highly qualified education workforce that is adequate in number to educate the nursing workforce required for the future? (quality, diversity, and quantity)

State of the Nursing Workforce Although the RN workforce grew by 24% from 2008 – 2010 from 2.28 million to 2.82 million nurses, there is a shortage of nurses that is predicated to increase. Approximately 55% of RN workforce hold a BS or higher degree Approximately 25% of RN workforce are non-white; 9% are male. One-third of RN workforce is older than 50 HRSA, April 2013

State of the Nursing Faculty Workforce Despite the shortage of nurses, schools of nursing are denying admission for many qualified applicants because of a shortage of nursing faculty. The shortage of nursing faculty is expected to increase as the Baby Boomers retire (usual age – 62.5)

“Never before have we had so little time in which to do so much. ” “Never before have we had so little time in which to do so much.” Franklin Delano Roosevelt

MANY INCENTIVES to Lead Change and Advance Health.” “Never before have nurses had so MANY INCENTIVES to Lead Change and Advance Health.” Bennie L. Marshall

Our time is now!!

2010 IOM Report on the Future of Nursing – Education Increase the proportion of nurses with a baccalaureate degree to 80 percent by 2020 Double the number of nurses with a doctorate by 2020 Ensure that nurses engage in lifelong learning Implement nurse residency programs

Factors contributing to Faculty Shortage Nursing education is expensive for all Insufficient funds for faculty hire Limited pool of doctorally prepared educators; Introduction of the DNP, primarily for advanced clinical practice Competition for limited pool of masters prepared nurses and/or many masters prepared nurses have a non-nursing masters

Factors contributing to Faculty Shortage Salary disparity when compared to masters prepared clinical nurse educators and advanced practice nurses Job dissatisfaction with faculty roles Aging nurse faculty population and emerging retirement boom Generational and cultural gaps

Factors contributing to Faculty Shortage Workload inequities compared to other faculty in academia and faculty evaluation criteria Methods used to calculate efficiency and productivity do not favor nursing faculty Lack of demographic diversity Challenges in providing adequate nurse faculty educational preparation specific to teaching.

Factors contributing to Faculty Shortage Challenges in providing adequate nurse faculty educational preparation specific to teaching. Science of Teaching and Learning Outcomes Assessment (student, faculty, and program) Program Evaluation Curriculum Development

Role expectations of 21st Century Nursing Faculty Advisor Leader Teacher – didactic/clinical Servant Practitioner Scholar (research, grantsmanship, author) Tutor Mentor (Student and Peer) Peer Counselor Curriculum Developer Program Assessor Policy Advocate

Strategies to ensure a highly qualified nurse education workforce Address faculty salary disparities Salary increases Weekend/evening differentials for adjuncts Provide support for loan repayment/loan forgiveness and scholarship programs Establish exemplary Faculty Orientation and Mentoring Programs Increase the diversity of the faculty Seek younger faculty (prepare for challenges) Diverse ethnic/racial backgrounds Encourage the retirees to return or stay more productive

Strategies to ensure a highly qualified nurse education workforce Conduct public awareness campaigns to increase interest in nurse educator careers Health and Science Summer Academy for middle and high school students Speakers’ Bureau Engage alumni in program as tutors, mentors, and members of advisory boards Share achievements of faculty; Reward and recognize full time faculty and adjuncts;

Strategies to ensure a highly qualified nurse education workforce Identify and recommend young, mid-career faculty for fellowships and faculty scholars programs, such as the RWJF Program, the AACN Policy Fellows, Assess their potential; build upon it! Challenge them! Seek external funding for faculty positions

Strategies to ensure a highly qualified nurse education workforce Establish educational partnerships for dual appointments; special assignments, etc. strive for hybrid/blended models of education and clinical practice (APRNs) Market expertise of faculty, particularly in areas of research and outcomes assessment Invite clinical partners to this Leadership Institute and similar forums

Evaluating Innovations In Nursing Education Addressing the Nurse Faculty Shortage by Supporting Evaluations, Generating Evidence and Disseminating Findings NuFAQs is a web-based tool that guides you in exploring the workload, job characteristics, and attitudes toward work-life among full-time nurse faculty in the U.S.

Recruitment and Retention Plan Assess your faculty to better understand them and their needs Compare faculty perceptions with those of the National Survey (NUFAQs) Develop a more informed and school-specific strategic plan for the Recruitment and Retention of Nursing Faculty.

RWJF Nurse Faculty Scholars Program Goal: develop the next generation of leaders in academic nursing through career development awards for diverse, outstanding junior nursing faculty. Program aims: strengthen the academic productivity and overall excellence of nursing schools by providing: mentorship, leadership training, and salary and research support to young faculty. Scholars in the program are supported for 60 percent time for each of the three years they are in the program.

Future of Nursing Scholars Funded by the RWJF ($20 million) and the Independence Blue Cross Foundation ($450,000) Goal: help nurses to become “transformational leaders in education, research and policy.” Program Office: University of Pennsylvania Will support up to 100 doctorate nursing candidates during its first two years. The first scholars will begin their doctorate studies in 2015. They will receive scholarships, stipends, mentoring, leadership development and dedicated post-doctoral research support.