Day 1 :
National League for Nursing, USA
Larry E Simmons completed his PhD in Nursing 18 years ago from the University of Missouri-Kansas City in the US. He has worked in testing arenas and has become an expert in nursing testing development. He currently is Director of the CNE Program at the National League for Nursing and assistant professor in the nursing doctoral program at South University in Tampa, Florida, USA, He is a nationally known speaker on testing and curriculum in nursing education.
Certification as an academic nurse educator promotes leadership in nursing education. The National League for Nursing identified competencies and task statements of the nurse educator’s role in 2005. This seminal work led to the creation of a certification program for nurse educators. Qualified applicants can, if successful on the certification examination, obtain the credential of Certified Nurse Educator (CNE®). There are currently 6,000 CNEs who have obtained the certification. The core competencies of the certification include areas of experience including facilitating learning, use of assessment and evaluation strategies, and participating in curriculum design and learning outcomes. Currently in process is a new certification that is focused on the skills and competencies of the clinical nurse educator, those nurses working actively with nursing students in clinical experiences. Originally, the eligibility criteria required the educator to hold a nursing license in the United States. After a review of nurse educator practice internationally, it was determine that the role and competencies that formed the framework of the certification program were global and universal in nature. This led to a change of eligibility requirements resulting in the opening of the program to international applicants. This session will be informational on the history of CNE® and the path to becoming a certified nurse educator.
William Paterson University, United States
The Kem B. Louie has conducted research on novice nurse educators and experienced nurse educators in the US. Utilizing the National League for Nursing Competencies for the academic nurse educator (2013), a survey of skill acquisition of the competencies was sent to faculty in schools of nursing in seven states. Of the 1366 survey distributed, 276 questions were returned. Significant differences were found between novice and experience nurse educators.
The purpose of this presentation is to examine the academic nurse faculty shortage particularly in the United States and worldwide. The presentation will discuss the research of an innovative strategy to assist novice nurse educator’s transition into the academic faculty role by incorporating the National League for Nursing Competencies for the Academic Nurse Educator (2013) in the professional development program.
The academic nurse faculty shortage has been described and researched for nearly the last 20 years in the United States (US). Currently, the national nurse faculty vacancy rate is estimated to be 7.9%. In the US, a large portion of the faculty rate is related to positions requiring doctoral degrees (American Association of Colleges in Nursing (AACN), 2017). Also the National League for Nursing (NLN) found that of the 673 member schools of nursing, 554 schools have reported difficulty in recruiting and hiring faculty (2016).
Several reasons have been found to this shortage and they include increasing faculty age, retirement, higher compensation in service settings, and masters and doctoral degree programs not graduating large numbers of students. There is also research that the shortage of academically qualified faculty in schools of nursing is also occurs worldwide. Several reasons found by Nardi were global migration of nurses, aging of nursing faculty, devaluation of faculty role by nursing, devaluation of faculty role by universities, financial incentives to leave faculty role among others.
More recently, in addition to the reasons found leading to the nurse faculty shortage, attrition of faculty other than retirement is being studied. Fang and Bednash (2014) studied attrition from 2010-2011 in the US and found the attrition rates to be 11.8%. They found in the survey that 20% was due to retirement, 48% left for non-academic positons, 14.4 % left for full time positions at other schools of nursing and 11.2% left for part-time positions a schools of nursing and in hospital service and nonacademic positions. Within this last group, it was reported that the faculty were generally were non-tenures and did not have a doctoral degree, low salary, heavy workload and dissatisfied with the faculty role. Other reasons found by Suozzo (2015) include role conflict and lack of job satisfaction. Others noted the lack of or ineffective mentoring and faculty development for novice educators. (Legare and Armstrong, 2015)
There were two qualitative studies on novice faculty in Pakistan and Iran which also addressed role conflict and job dissatisfaction (Riyasat, Waqas, Azhar, Gillani & Kousar 2017; Heydai, Hosseini, Karmi Moonaghi, 2015).
It is proposed in this presentation that an innovative professional/faculty development program be provided as part of the transition for the novice faculty. Parris and Moss (2016) noted that finding ways to assist the clinical expert nurse to become an expert nurse faculty include transitions programs which include role transition through mentoring with experience nurse faculty.