Barriers and Strategies Toward the Implementation of a Full-Time Faculty-at-a-Distance Nurse Educator Role

Abstract

The purpose of this two-phase exploratory, descriptive study was to uncover and describe barriers and potential strategies toward implementation of a full-time faculty-at-a-distance nurse educator (FDNE) role, with all responsibilities of instruction, governance, research, and student service, as perceived by hirers and potential hires. The faculty deficit has reached critical proportions that directly affect the nation's nursing workforce. There is a growing need to use nontraditional methods to reinforce, energize, and expand faculty capacity. The two-phase study was conducted using online questionnaires with two samples: decision makers with regard to faculty hiring and current, experienced nurse faculty. Respondents were asked to rate how National League for Nursing Nurse Educator Core Competencies could be achieved by a FDNE. The ability to facilitate student learning development and socialization was ranked most difficult, while engagement in scholarship and use of assessment and evaluation strategies were ranked least difficult. Both groups of respondents identified "tradition" and "perceived faculty role change" as the highest ranked barriers. Technological and administrative support and support of colleagues were seen as strategies for the implementation of the role. Perceived barriers to the FDNE were attitudinal and infrastructural. The findings of this study may pave the way toward development of a prefatory faculty-at-a-distance model.