RESUMEN
Increasing the pool of doctorally educated nurses pursuing faculty careers is imperative in the development of the nurse faculty workforce. This cross-sectional study aims to identify barriers and facilitators to academic careers for doctor of nursing practice (DNP) students. One thousand five hundred DNP students were randomly selected from nursing schools across the country to participate in our survey, and a 56.9% response rate was achieved. The study found that 32% of respondents planned to pursue faculty careers after graduating. Students with postgraduation plans for academic careers, nonacademic careers, and undecided careers did not show distinct differences in demographic and academic characteristics, except that students who planned to pursue academic careers were more likely to have full-time and part-time faculty status. However, students in the 3 groups perceived facilitators and barriers to academic careers differently. The most influential facilitators were interest in teaching and an appreciation of the impact of nursing research on patient care, and the most considered barriers were poor financial compensation and a negative perception of academia. In terms of academic preparation, a large percentage of DNP students who planned to pursue a faculty career reported that they were not confident in teaching informatics. These findings are also consistent for DNP students who were not a faculty member. The impact of DNP education appeared to have a small, although positive, impact on students' decisions to pursue academic careers.
Asunto(s)
Selección de Profesión , Educación de Postgrado en Enfermería , Estudiantes de Enfermería , Enseñanza , Estudios Transversales , Docentes de Enfermería , HumanosRESUMEN
The shortage of doctorally educated nurses pursuing faculty careers is a major concern regarding the development of the nurse faculty workforce. This cross-sectional study aims to identify barriers and facilitators to academic careers for doctoral (PhD) nursing students. A total of 1,500 PhD students were randomly selected from nursing schools across the country to participate in our survey, and a 62.8% response rate was achieved. The study found that 72% of respondents planned to pursue faculty careers after graduating. Students with postgraduation plans for academic careers, nonacademic careers, and undecided careers showed distinct profiles of demographic and academic characteristics. They also perceived facilitators and barriers to faculty careers differently. The most influential facilitators were interest in teaching and an appreciation of the impact of nursing research on patient care, and the most considered barriers were poor financial compensation and a negative perception of academia. Minority students were more likely than White students to have plans for academic careers. Various experiences during doctoral education appeared to have a positive impact on students' decisions to pursue academic careers.
Asunto(s)
Selección de Profesión , Educación de Postgrado en Enfermería/estadística & datos numéricos , Docentes de Enfermería/estadística & datos numéricos , Investigación en Enfermería/estadística & datos numéricos , Estudiantes de Enfermería , Adulto , Competencia Clínica , Estudios Transversales , Docentes de Enfermería/economía , Femenino , Humanos , Masculino , Grupos MinoritariosRESUMEN
The shortage of qualified faculty has been consistently reported as a major barrier impeding acceptance of all qualified applicants into nursing programs. In addition to faculty recruitment, the attrition of faculty is also a concern for schools of nursing. In this study, we found that nationally 11.8% of full-time faculty who worked in 2010 left their full-time jobs by 2011. Nearly half of total attrition, or 5.7% of full-time faculty members, were related to leaving for nonacademic nursing positions, whereas another 20% of attrition, or 2.4% of full-time faculty, resulted from retirement. Nearly 20% of faculty egressions, or 2.2% of full-time faculty, was due to leaving for nursing administrative positions or full-time faculty positions in an academic setting. Leaving for part-time faculty positions made up slightly more than 10% of faculty attrition or 1.3% of full-time faculty. Our bivariate analysis identifies distinctive academic and demographic profiles of faculty who left full-time positions for different reasons, and our multivariate analysis further shows that different individual and institutional attributes are significantly associated with different types of attrition.
Asunto(s)
Docentes de Enfermería/provisión & distribución , Reorganización del Personal , Facultades de Enfermería , Factores de Edad , Anciano , Selección de Profesión , Bachillerato en Enfermería , Educación de Postgrado en Enfermería , Femenino , Humanos , Masculino , Persona de Mediana Edad , Jubilación , Factores Socioeconómicos , Estados Unidos , Recursos HumanosRESUMEN
OBJECTIVES: The aim of this study was to examine outcomes from 10 years of research on a post-baccalaureate new graduate nurse residency program and to report lessons learned. BACKGROUND: Transition to practice programs are recommended by the Future of Nursing report, the Carnegie Foundation study, the Joint Commission, and the National Council of State Boards of Nursing. METHODS: Data from new graduate residents who participated in the University HealthSystem Consortium/American Association of Colleges of Nursing residency from 2002 through 2012 are presented. Analysis of variance results from the Casey-Fink Graduate Nurse Experience Scale and outcomes from the graduate nurse program evaluation instrument are provided. RESULTS: Retention rates for new graduates in the residency increased considerably in the participating hospitals. Residents' perception of their ability to organize and prioritize their work, communicate, and provide clinical leadership showed statistically significant increases over the 1-year program. CONCLUSION: The recommendations for new graduate nurse residency programs are supported by the findings.
Asunto(s)
Centros Médicos Académicos/organización & administración , Bachillerato en Enfermería/organización & administración , Internado no Médico/organización & administración , Liderazgo , Enfermeras Administradoras/organización & administración , Acreditación/organización & administración , Curriculum , Bachillerato en Enfermería/normas , Humanos , Internado no Médico/normas , Personal de Enfermería en Hospital/organización & administración , Personal de Enfermería en Hospital/normas , Cultura Organizacional , Evaluación de Programas y Proyectos de Salud , Desarrollo de Personal/organización & administración , Desarrollo de Personal/normasRESUMEN
The number of new graduates who will be needed to fill positions in our acute-care hospitals is astounding. The hiring and precepting of this many inexperienced nurses will severely tax hospital resources. A sound plan must be developed to maintain quality of care and patient safety with the influx of so many new nurse graduates. New graduates also must have a positive learning experience in order to keep them in the nursing workforce. A residency program is essential for new graduates. The Centers for Medicare and Medicaid Services must step to the plate and support accredited nurse residency programs with pass-through dollars.
Asunto(s)
Educación de Postgrado en Enfermería , Internado no Médico , Personal de Enfermería en Hospital/provisión & distribución , Adulto , Competencia Clínica , Femenino , Humanos , Masculino , Reorganización del Personal , Evaluación de Programas y Proyectos de Salud , Estados UnidosRESUMEN
The authors document the 1-year outcomes of the postbaccalaureate residency program jointly developed and implemented by the University Health-System Consortium and the American Association of Colleges of Nursing. Data on 2 cohorts of residents (n = 679) in 12 sites across the country are presented. The 1-year termination rate was 12%, after those lost to the program because of National Council Licensure Examination failure, serious illness, or death were eliminated from the analysis. Additional analyses using data collected at entry to the program, 6 months, and 1 year using 3 instruments, the Casey-Fink Graduate Nurse Experience Survey, the Gerber's Control Over Nursing Practice Scale, and the McCloskey Mueller Satisfaction Scale, are presented and discussed.