To construct the workforce, we’d like more nurse educators

When Susan Bindon, DNP, RN, NPD-BC, CNE, CNE-cl, FAAN, explained demand for teaching staff, her description was concise. “In one word, critical,” said Bindon, associate professor and associate dean for faculty development on the University of Maryland School of Nursing. But that is not the one word Bindon used to explain the present state of the national nursing education landscape. “All the time. Ubiquitous. Permanently. Disturbing. Upcoming,” she said. The American Association of Colleges of Nursing (AACN) echoed this language. His Survey of faculty vacancies for the 2022-2023 academic year said 8.8% of the nation Full-time nurse positions available – almost a full point higher than in the previous year (8%). The study also found that there are 2,166 full-time job openings nationwide, which translates to an average of 2.4 job openings per school. Nearly 62% of the 909 schools surveyed had full-time positions available.

“It definitely gets your attention,” Bindon said. “The nursing shortage has always attracted attention, but staff shortages much less. People realize how directly connected they are.”

However, full-time nurse educator positions are not the only ones available. “This survey focuses exclusively on full-time faculty positions, and we know that there are many part-time faculty positions currently available as well,” said Deborah Trautman, Ph.D., RN, FAAN, president and CEO of AACN. The effects are felt not only by those holding positions in nursing schools, but also in hospitals and health care systems across the country. Despite the disturbing numbers, efforts are being made on many fronts to find and implement solutions. “As scary as it is, it’s also an opportunity,” Bindon said.

Two shortcomings, one common problem

Deborah Trautman, RN At a time when greater development of the nursing workforce is needed, the need for nurse educators impacts nursing students in a variety of ways. According to AACN articleIn 2022, 78,191 qualified applications were rejected from U.S. nursing schools. Reasons included insufficient nursing staff, clinical facilities, classroom space, clinical teachers, and budget constraints. The majority of respondents to the AACN Admissions and Graduation Survey stated that a lack of nurse educators was the primary reason for not accepting qualified applicants to their nursing programs. “We can’t produce enough nurses because we don’t have enough faculty,” Bindon said. “In my world, I believe, ‘Oh my God, a few of these people we’re rejecting are potential nurse educators.’ According to Bindon, educator roles also include those that orient latest graduates to the clinical environment. “Fewer faculty means maybe the (clinical) groups are larger,” she said. “The problem is that some of these centers don’t really have the capacity to handle larger groups, so we’ve had to get creative by bringing in some clinical partners to act as extensions of the clinical staff.” According to Trautman, combining these two issues have to be a part of any future solutions. “Efforts to alleviate the nursing shortage must first focus on addressing the nursing shortage,” she said.

Overcoming challenges

More than half of those surveyed by AACN for its faculty vacancies report said there have been three important obstacles to recruiting faculty: lack of salary competition (66.7%), finding faculty with the best mixture of specializations (59.2%). and a limited pool of staff prepared with doctoral degrees (51.4%). In addition to those obstacles, difficulty finding faculty willing or in a position to teach clinical courses was also an element (38.7%).

“We have challenges,” Bindon said. “I have always said, ‘Great professors attract great students. Great students become great nurses. Great nurses provide great care to patients and communities». I hope to convey the impact that nurse educators can have beyond just current students.” Insufficient numbers of nurse educators mean a greater workload for current nurse educators. For some people pursuing a profession in nursing education, writing grants, conducting research, attending conferences, and writing articles may take a backseat to other responsibilities. “It’s not just teaching,” Bindon said. “There is advising, grading and committees. Their own scholarship may suffer.” As with night nurses, the extra workload on nursing staff can increase the danger of burnout. As the study notes, one other major challenge is the retirement of older nursing staff. Pensions and succession of the Faculty of Nursing in 2016-2025 by researchers Di Fang, AACN, and Karen Kesten, DNP, APRN, CCNS, CNE, FAAN, George Washington University. That study also estimated in 2015 that one-third of nurse educators would retire by 2025. “I feel like the situation is urgent,” Bindon said. “And now it’s only been three years.” The COVID-19 pandemic can be playing a task as a “compounding variable” amongst nursing careers and lots of others when making retirement decisions.

Strategies for a greater future

The need for nurse educators is not going to be solved with one easy solution. Instead, countless strategies are implemented and discussed. In October, AACN hosted a Future of Faculty forum with academic nursing leaders from various forms of institutions. Trautman said the event included “discussions about rethinking the role of faculty” and plans for the long run. A report on the discussion will probably be published by the AACN in 2023. Meeting the necessity for nurse educators includes working with clinical agencies and hospitals to offer graduate nurses excited by teaching, encouraging retired faculty to show part-time, and supplementing salaries Trautman said efforts ought to be increased with recruitment and retention of employees. Accelerated programs, minors, certificate programs, and academic pathways are also offered to organize students for careers in nursing education. The University of Maryland School of Nursing offers 12 credits to graduates teacher certificate program, while many other schools offer accelerated graduate programs to offer opportunities for future nurses. Additionally, programs reminiscent of paramedic to RN programs and bridge programs that help nurses with engineering degrees pursue a bachelor’s degree provide much more opportunities.

“One of our calling cards as nurses is that we are creative and solution-oriented,” said Bindon, who suggested that nursing schools should provide shadowing opportunities for nursing students. “A day in the life of a teacher – this would be a great way to gain practice for those who may not understand the full role of a lecturer.”

Current nurse educators may also profit from and learn from those that taught them up to now. By staying connected to their schools through an alumni association, volunteering as a guest lecturer, or a member of a panel of nursing experts, current educators can gain experience and guidance from their former nursing instructors. “They have talents and skills that current faculty may not have,” Bindon said. Most specialist nurse associations even have an education committee. Additionally, conversations with legislators in regards to the value of the nursing workforce can encourage increased funding and policy changes. “Think about your favorite nurse educators,” Bindon said. “People remember – even if they don’t [from] 40 years ago – what a difference and impact they made.”