Linda DunckelKaplan UniversityNU499 – Bachelor’s Capstone in NursingAugust 1, 2011
Part of the County School District Technical School Provide a Practical Nursing Program PN Program has existed since 1962 Outstanding reputation History of collaboration with local colleges and universities Strong relationships and long history with health care facilities in the community
The Commission on Occupational Education The Southern Association of Colleges and Schools (regional) The State Board of Nursing National League for Nursing Accrediting Commission (national)
U.S. Nursing Schools turned away 67,563 qualified applicants from baccalaureate and graduate nursing programs in 2010 due (in part) to an insufficient number of faculty (AACN, 2011) A recent survey of 556 undergraduate and graduate nursing schools across the country shows that there was additional need of 257 faculty positions to meet the demand of these schools. This accounts for a 6.9% faculty vacancy rate (AACN, 2011) These are the schools that provide nursing academics with future nursing instructors
Faculty ages are climbing A large number of current faculty is expected to retire during the next decade Higher pay in clinical and private sector settings is luring instructors away from teaching Masters and Doctorate programs are not providing enough potential instructors to meet the demand(AACN, 2011)
Florida law : Student/Instructor Ratio of 12:1 Current Clinical Faculty consists 5 full-time and 3 part-time clinical instructors and all have Master’s degrees(equivalent to 6.5 full time positions) Currently, only 75 students can attend the program.
Best Scenario: › Maximum student capacity = 168 › Requires 14 full-time Clinical Instructors › Need for additional 7 full-time instructors Schools “Conservative” Goal: › Serve 120 Students › Requires 10 full-time Clinical Instructors › Need for additional 4 full-time instructors
Not enough master’s degreed nurses Educational Preparation of RNs in Florida (2008) 1% 7% Diploma and Associates Degree Bachelors Degree Masters Degee Doctoral Degree 36% 56% Source: Florida Center for Nursing, (2010)
School is at the bottom of the “Recruitment Totem Pole” › Competing with 2 Community Colleges and several local universities for instructors Recent School District Budget Cuts › Faculty layoffs in many schools › 2.75% reduction in pay for teachers in County.
Utilize bachelor’s degreed practicing nurses from specialty clinical settings in local health care Institutions as part-time clinical instructors ! “With the economic turn down, many schools of nursing lack funds to hire additional full-time faculty. As a result, they are making increased use of part-time clinical instructors both as direct hires and by forming partnerships with clinical agencies through which staff nurses in the agencies serve as part-time clinical instructors” (Hewitt & Lewallen, 2010)
NOT ALL NURSES ARE BORN TO BE TEACHERS School needs to aim for the following: › Careful Recruitment (collaborate with local facilities) › Establish Quality Orientation and Mentorship Programs › Initiate Systems and Programs that promote employee retention.
Recruitment › More realistic thinking about only hiring MSNs › Clarify ambiguity of NLNAC standard › Utilize strong existing relationships with facilities in the health care community › Form partnerships with clinical facilities › Get the word out › Remember…There are over five times as many bachelors prepared nurses in Florida than there are those with masters degrees!
Orientation › These nurses are “novice” instructors › Some of the things they need to understand are: The School’s philosophy and mission Core sequencing and curriculum content The School’s expectations from students and faculty Program objectives Faculty Roles Expected program outcomes Role conflict School Policies Regulations Time management tips How to deal with difficult students
Mentorship › Develop an extensive mentorship program that will carry throughout the term of the instructor’s employment › The National League for Nursing: Board of Governors states” “Mentoring is relevant across the entire continuum of an educator and encompasses orientation to the faculty role; socialization to the academic community; development of teaching, research, and service skills; and facilitation for growth of future leaders in nursing and nursing education” (NLN Board of Governors – Position Statement, 2006) › Seasoned faculty mentors offer information to new instructors about: Knowledge Skills Behaviors Values
Retention › Retaining these employees is as important as recruiting them › A study at a California Nursing Program (who hired, oriented, and mentored clinical nurses as clinical instructors) shares: “Nurses who receive quality orientation and mentorship, felt valued as they became armed with the tools they needed to be successful in academia” (Baker, 2010) › People stay in their jobs when they feel: Confident Challenged Appreciated › School needs to ensure that these new faculty members are: Warmly welcomed by current faculty members Included in school committees, curriculum development, and social events Made to feel that they are “essential” to the program
The School: › Vacancies filled and able to run program at full capacity › Clinical nurses bring expertise to curriculum development › Enhanced relationships with local health care facilities › Potential full-time instructors for the future › Cost savings for salaries
The Students: › Benefit from clinical expertise of these instructors › Enhanced quality of their education › “Real-Life” exposure to their prospective roles as future nurses
The Health Care Facilities: › Receive the “finished product” – the students › Better understanding of the education being provided › Improved relationships with the school › Opportunity to participate in nursing program enhancement › Improved means to evaluate students as prospective employees
The New Clinical Nursing Instructors: › Increased ability to learn and explore a new career option › Do not have to give up full time position › Can supplement their current income › Have the opportunity to share what they know with a new generation of nurses › Increased potential for furthering their own education.
This proposal is not a “quick fix” to the faculty shortage at the institution. By making a few changes in thought, policy and practices, the institution has the opportunity to: › Build academic and financial strength in their program › Participate in improving patient care for the community
The institution can solve their faculty shortage by: › Utilizing an “untapped” resource of potential clinical instructors › Building on their reputation and increasing a strong collaborative relationships with health care facilities in the community › Developing programs that will provide success to new faculty and an ongoing source of quality instructors in the future.
American Association Of Colleges Of Nursing. (2011) Nursing faculty shortage facts. Retrieved from http://www.aacn.nche.edu/Media/Factsheets/facultyshortage.htm Baker , S. (2010). Nurse educator orientation: Professional development that promotes retention. The Journal of Continuing Education in Nursing, 41(9), 413- 417. Florida Center For Nursing. (2010). Floridas RN and ARNP supply: Growth, demographics and employment characteristics. Retrieved from http://www.flcenterfornursing.org/files/RN_Supply_2010.pdf Hewitt, P. & Lewallen, L. (2010). Ready, set, teach!: How to transform the clinical nurse expert into the part-time clinical expert into the part-time clinical nurse instructor. The Journal of Continuing Education in Nursing, 41(9), 403-407. National League For Nursing: Board Of Governors. (2006). Position statement: Mentoring of nurse faculty. Retrieved from http://www.nln.org/aboutnln/positionstatements/mentoring_3_21_06.pdf