Where Do Nurse Educators Stand on the Economic Ladder?

Abstract

RECENTLY I BROWSED through a showing of architectural drawings and wondered how the improbable designs could ever be translated into the homes and office buildings they depicted. As I mused, one of the artists appeared and I put my question to him. His response was immediate. He said that indeed it was possible for these highly imaginative creations to be built if there was teamwork-if the architect, contractor, builder, and each construction worker did his share toward the common goal. I have been giving this episode a great deal of thought, particularly in relation to those things which are designed and planned for useful purposes and are never used, or used less than they might be because there is less than teamwork operating in their fulfillment. The ANA Economic Security Program is a case in point. Now well into its second decade, and adopted by 48 states, the program has proved its practicality and its usefulness. It is based on the democratic principle that the individual has the right to have his voice heard when decisions which will affect him are being made. Through this program, groups of nurses employed in a particular institution are represented, in collective bargaining negotiations with their employer, by the state nurses association which acts as their bargaining agent. The guidelines for this vital program are well drawn and the design is realistic. The implementation thus far, carried out through state programs, attests to this.' But how much are we as individuals doing to further the program, to espouse its philosophy, to interpret its aims? Unless we see clearly our role in moving this program forward, unless we respect the principles inherent in collective action, and unless we accept the program's methodology which is based on cooperative group effort, we are not implementing this program fully. Recently the Committee on Economic Security of the ANA Educational Administrators, Consultants, and Teachers Section met to explore and plan for ways to assist EACT members throughout the country in their efforts to improve their economic and general welfare. The committee devoted a great deal of time to study and discussion of the Survey of Salaries and Personnel Practices in Effect October 1960 for Teachers and Administrators in Nursing Educational Programs. 2 This survey, a project of the ANA Research and Statistics Unit, proves that while we have progressed some, we are still lagging behind. The data showed us where nurse educators are on the economic ladder and, while the comparative figures indicate forward movement since 1956 when the first survey of this type was done, the facts seem to indicate that the economic security program, for educators at least, in many of the 48 states claiming a program, may still be on the drawing board. The program cannot come alive for educators simply because their state nurses associations have adopted it. It can only have life and purpose if members will use it. As an example, the committee considered the median salaries for the categories of educators surveyed. The median annual salary of teachers and administrators in all professional nursing educational programs (both collegiate and hospital programs) in October 1960 was $5150. About 9 percent of these nurse educators earned less than $4000 and only 1.4 percent of them earned $10,000 or more. The middle 50 percent earned annual salaries which fell between $4520 and $6110. Over the past five years (January 1956 to October 1960) the median salary of full-time paid nurse educators in hospital schools increased about 22 percent. In collegiate schools the median increased about 30 percent. It is interesting to note that these increases reflect not only a general increase in salary levels but also a change in the level of the nurse's academic preparation. With this in mind and recognizing all the ramifications of seeking additional preparation, can we consider these salary increases to be in line with the preparation and qualifications expected for positions as teachers or administrators? When we re-