Academic Nurse Educator Research Articles

Addressing the Shortage of Academic Nurse Educators: Enlisting Public and Business Sectors as Advocates

Addressing the Shortage of Academic Nurse Educators: Enlisting Public and Business Sectors as Advocates

Addressing the Shortage of Academic Nurse Educators: Recommendations for Educational Institutions Based on Nominal Group Technique Research.

The purpose of this qualitative study was twofold: 1) explore factors contributing to the shortage of academic nurse educators (ANEs) and 2) identify opportunities to address these factors from the perspectives of nursing education institutions. The nurse faculty shortage is a major national concern, with inadequate recruitment and retention. Addressing the nursing faculty shortage is important to maintain a sustained nursing workforce. Using a nominal group technique (NGT), a group of 45 diverse nurse educators from across the United States formed a virtual workgroup. Findings led to an action plan formulated to guide educational institutions with ways to decrease the ANE shortage through recruitment and retention. The evidence demonstrates the need for educational institutions to concentrate efforts on recruiting and retaining ANEs to combat the nursing shortage. The analysis offers recommendations to institutions to increase the number of qualified ANEs.

Addressing the Shortage of Academic Nurse Educators: Recommendations for Educational Institutions Based on Nominal Group Technique Research.

Addressing the Shortage of Academic Nurse Educators: Recommendations for Educational Institutions Based on Nominal Group Technique Research.

Descriptive Analysis of Newly Hired Academic Nurse Educator Onboarding Practices.

Prelicensure nursing programs often hire clinical experts who are novice educators to teach integration of nursing clinical judgment within the context of patient care experiences. To describe practices of schools of nursing to onboard, orient, and mentor newly hired faculty. Faculty (n = 174) and leaders (n = 51) replied to an online survey. The majority (81.63%) of leaders hire novice nurse educators; 58.14% require a minimum bachelor of science in nursing degree; 54.72% have an orientation plan consisting of a mean of 13.86 hours, which was mostly asynchronous learning. Of the 77.08% of leaders with an onboarding plan, 84.13% assign a preceptor; 51.35% of them are compensated. Most schools of nursing hire experienced clinical nurses who are novice nurse educators, without organizational structures to support acquisition of teaching expertise. Academic institutions are called on to support clinical nurse educator professional development. Evidence is needed to design effective and fiscally pragmatic onboarding programs based on the certified nurse educator competencies.

The Academic Nurse Educator Shortage: A Qualitative Study and a Call for Collaboration with Professional Nursing Organizations

Background: The academic nurse educator shortage has limited schools of nursing in accepting a steady pool of students interested in becoming nurses. Purpose: The purpose of this research is to identify strategies that professional nursing organizations can implement in order to address the nurse educator shortage. Professional organizations include specialty groups, nurse educators, accrediting bodies, and regulatory agencies, etc. Methods: A qualitative, modified nominal group technique was utilized. Nurse educators acting as participatory action researchers took part in the study. Stakeholders were identified and subgroups were formed to develop stakeholder specific courses of action. Findings: The professional nursing organizations subgroup identified four overarching themes. Through intentional collaboration, professional organizations can support increased compensation, recognition of nursing education as a specialty, and the need for specialized training. Conclusion: The synergistic effect of different professional organizations collaborating to promote the direction of nursing, including academic nurse education, is imperative. Professional nursing organizations are well-positioned as subject matter experts to address barriers that impede the educational preparation, recruitment, and retention of nurse faculty. The recommendations of this research serve as a foundation for future nurse educators to collectively advocate for the enhancement of the academic nurse educator role.

Development and Psychometric Testing of the Academic Clinical Nurse Educator Skill Acquisition Tool.

Development and Psychometric Testing of the Academic Clinical Nurse Educator Skill Acquisition Tool.

The Experience of Being a Full-Time Academic Nurse Educator During the COVID-19 Pandemic.

The aim of this study was to uncover the experience of being a full-time academic nurse educator (ANE) in a baccalaureate or higher degree nursing program during the COVID-19 pandemic. In 2020, ANEs who were teaching in clinical and classroom settings, conducting in-person research, and engaging in service were suddenly required to work under new COVID-19-induced conditions. A hermeneutic phenomenological approach was used for the study. Personal interviews and a demographic questionnaire were utilized to collect data. Fourteen ANEs participated. Five themes were uncovered through data analysis: riding a rollercoaster, figuring it out, giving and getting help, seeing silver linings, and feeling loss. This study uncovered the experience of being an ANE during the pandemic. The findings inform strategies to enhance working conditions for current and future ANEs during the remainder of the pandemic and in post-COVID-19 nursing education.

The Experience of Being a Full-Time Academic Nurse Educator During the COVID-19 Pandemic.

Nursing Education Perspectives: 3/4 2022 - Volume 43 - Issue 2 - p E8 doi: 10.1097/01.NEP.0000000000000945

Increasing the Number of Faculty With CNE® Certification: A Statewide Initiative.

This article describes outcomes of a statewide initiative to increase the number of faculty with the National League for Nursing’s Certified Nurse Educator (CNE®) credential. After offering CNE preparation workshops and creating a certification award, data were collected on perceived workshop effectiveness, readiness to test, certification pass rates, and characteristics of award recipients. The number of certified faculty increased by 92.3 percent, representing 24 of 28 nursing programs. Maryland faculty were awarded $625,000 through the Academic Nurse Educator Certification award.

Examining the Influence of Academic Nurse Educator Doctoral Degree Preparation on National League for Nursing Core Competency Skill Acquisition.

Examining the Influence of Academic Nurse Educator Doctoral Degree Preparation on National League for Nursing Core Competency Skill Acquisition.

Nurturing Novice Faculty: Successful Mentorship of Nurse Practitioners

Universities are increasingly relying on nurse practitioners (NPs) to enter academia. This presents unique challenges, because most NPs lack formal training in education. Literature supports mentorship programs as a means to transition novice faculty into the academic world. The Anderson College of Nursing and Health Professions established a multifaceted approach to mentorship that aids in the transition from clinical practice to academia. This article describes the best practices of a multifaceted mentorship program that uniquely supports novice NP faculty and is based on the National League for Nursing Core Competencies for Academic Nurse Educators.

Examining the Influence of Academic Nurse Educator Doctoral Degree Preparation on National League for Nursing Core Competency Skill Acquisition.

The purpose of the study was to examine the influence of academic nurse educator doctoral degree preparation on National League for Nursing (NLN) core competency skill acquisition. Doctor of nursing practice (DNP) and doctor of philosophy (PhD) graduates frequently seek faculty positions, yet neither degree exclusively prepares graduates for careers in academia. A descriptive, correlational design was utilized to examine the influence of doctoral degree preparation on NLN core competency skill acquisition. A randomized, nationwide sample (N = 160) of full-time nurse educators teaching in American Association of Colleges of Nursing member schools across the United States completed the Nurse Educator Skill Acquisition Assessment. PhD-prepared educators reported higher NLN core competency skill acquisition scores than DNP-prepared nurse educators. There were statistically significant differences in overall skill acquisition scores between DNP- and PhD-prepared nurse educators and for the "use assessment and evaluation" and "engage in scholarship" domains. These findings provide opportunities for NLN core competency skill acquisition among DNP- and PhD-prepared faculty.

Competency of Academic Nurse Educators.

BackgroundIn the face of a rapidly changing social environment and increasing demand for health care services, there is a global concern that academic nurse educators should have expert-level competencies and should improve the level of nursing education.ObjectiveThis study aimed to investigate the elements that constitute competency in academic nurse educators.MethodsA cross-sectional self-completed online survey was conducted involving academic nurse educators working at universities in Japan. We invited 277 nursing universities to participate in the survey and to provide academic nurse educators with information about the research by contacting the dean of each university’s nursing department. In total, 372 educators completed the survey (response rate 4.03%), and after excluding those with incomplete data, 367 were analyzed (valid response rate 3.97%). The data were analyzed by exploratory-factor analysis, with the least-squares method and promax rotation performed.ResultsAn exploratory analysis yielded five competency factors: “facilitating active learning,” “engaging in academic research activities,” “participating in university management,” “undertaking self-directed learning based on professional ethics,” and “practicing education autonomously.”ConclusionsThe competencies identified in the present study are essential for academic nurse educators, and the five factors are in accord with the findings of previous studies. Support systems for academic nursing educators should be established to improve their competencies comprehensively. However, further research is needed to develop the competencies of academic nurse educators into more comprehensive and sophisticated competencies.

NLN Core Competencies for Nurse Educators: Are They Present in the Course Descriptions of Academic Nurse Educator Programs?

NLN Core Competencies for Nurse Educators: Are They Present in the Course Descriptions of Academic Nurse Educator Programs?

Measuring the Value of Academic Nurse Educator Certification: Perceptions of Administrators and Educators.

Certification is one option for validating the professional competence of academic nurse educators. The relative value associated with such certification has not yet been established. Psychometric analysis of a new Perceived Value of Certification Tool for Academic Nurse Educators (PVCT-ANE) was conducted. Certified nurse educators (CNE) and noncertified nurse educators and nursing program administrators responded to an online survey using the PVCT-ANE. A sample of 718 nurse faculty members and administrators from 48 states in the United States participated. Academic nurse educator certification was valued by nurse educators and administrators as representing specialized knowledge, attainment of a professional standard, educator competence, and professional credibility. Value statements associated with satisfaction and professional accomplishments were rated higher than statements associated with professional recognition and marketing. The PVCT-ANE is useful for assessing how different groups perceive the value associated with academic nurse educator certification. [J Nurs Educ. 2019;58(9):502-509.].

NLN Core Competencies for Nurse Educators: Are They Present in the Course Descriptions of Academic Nurse Educator Programs?

As an initial approach to determining representation of the NLN Core Competencies for Nurse Educators in Master's of Science in Nursing Education and Post-Master's Certificate programs, the study identified the presence of the competencies in course descriptions. The competencies are the gold standard to ensure academic nurse educators have the knowledge and skill to teach, assist learners, develop curricula, and implement effective evaluation methods. A descriptive design that applied web scraping techniques was used to collect data from school web pages, including course descriptions, credit hours, practica information, distance accessibility, and Certified Nurse Educator exam preparation. Four competencies were well represented (≥85 percent), and four competencies were poorly represented (<50 percent) in a sample of 529 schools. Programs should review courses and course descriptions for inclusion of all competency areas that prepare nurse educators and make revisions to address poorly represented competencies.

Alleviating the nurse faculty shortage: designating and preparing the academic nurse educator as an advanced practice registered nurse.

A lack of qualified nurse faculty is a persistent problem in the discipline of nursing. It limits the number of nurses prepared to provide safe, quality care in settings around the world. Many individuals, groups, and organizations have studied the nurse faculty shortage and recommended resolutions, yet the shortage persists. This opinion paper contends that designating the academic nurse educator (ANE) as an advanced practice registered nurse and identifying an educational pathway that ensures academic preparation for the role could help to alleviate the nurse faculty shortage. Evidence disseminated by national and international constituents that influence nursing and nursing education supports the perspective and serves as the basis for recommendations that could attract more nurses to faculty positions in nursing education and ensure preparation of ANEs for their role.

Innovative Practice in Advancement of Academic Nurse Educator Careers: Developing Scholarship From Program Grants.

We describe an innovative practice in advancing careers of academic nurse educators: demonstrating scholarly productivity from program grants. Scholarly productivity is often narrowly defined, especially in research-intensive institutions. The expectation may be a career trajectory based on the traditional scholarship of discovery. However, nurse educators, especially at the associate and full professor ranks, are often involved in leadership activities that include writing and managing program grants. We encourage the academy to value and support the development of program grants that include significant scholarly components, and we offer exemplars of associate and full professor scholarship derived from these projects.

NLN Releases A Vision for Graduate Preparation for Academic Nurse Educators.

NLN Releases A Vision for Graduate Preparation for Academic Nurse Educators.

High Level of Emotional Intelligence is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master’s and/or doctoral programs. The hypothesis tested states “Academic nurse educators who teach online and who report higher levels of EI would also report greater online teaching self-efficacy.” Results showed a significant moderate relationship (r=0.446, p&lt; .01) between EI and online teaching self-efficacy. The coefficient of determination R2 was 0.199, which indicates that about 20% of the variation in online teaching self-efficacy can be explained by EI contribution. The hypothesis was supported. Results also indicated that online teaching self-efficacy was positively related to duration of being an academic nurse educator (r = 0.212, p&lt;0.05) and duration of teaching online (r = 0.203, p&lt; 0.05). Further, there was no significant difference between the different age groups regarding EI and online teaching self-efficacy. Similarly, there was no significant difference among university degrees attained of participants regarding EI and online teaching self-efficacy. The Implications for enhancing EI and online teaching self-efficacy are discussed.