Nursing Academia: We Need New Blood!

[VickyRN]

The average age of academic nurse educators in the U.S. is 55.5 years. Meanwhile, the average age at which nurse faculty members retire is 62.5 years. It is not surprising, therefore, that at least 40% of currently-practicing nursing instructors are projected to retire within the next 10 years. When these aging faculty soon retire en masse, who will be there to replace them to teach the next generation of nurses? Where are the younger educators who should be waiting in the wings and coming up through the ranks of academia?

It certainly doesn't help matters that the average annual salary of nurse educators is $65,000, while the academic preparation necessary for this teaching specialty is rigorous, time-consuming, and expensive to obtain. The typical pay of nurse faculty lags significantly behind the pay of clinical, administrative, and advance practice nurses. For example, staff registered nurses within hospital settings average $40,000 to $79,000, clinical nurse educators average $76,000, nurse practitioners average $89,000, certified nurse midwives average $91,000, certified registered nurse anesthetists average $156,000, and nurse executives average $161,000 yearly. It is therefore understandably difficult to recruit promising young nurses into the nursing education field.

What are some strategies that nurse faculty can use to attract younger nurses into nursing education?

• Nurse educators should model enthusiasm and excellence in teaching, as well as caring professional involvement with students. In doing so, they present nursing education as an attractive career option to nursing students.
• Nurse faculty should seek out nursing students who show a propensity for teaching and encourage them to pursue a career in nursing education. They should offer to mentor aspiring young nurse educators as they choose to pursue this career goal.
• Nursing instructors should ask staff nurses who like to teach students on the clinical unit if they would like to lead a clinical group as an adjunct clinical nursing instructor. Many hospitals have clinical education partnerships with affiliated nursing schools.

We are witnessing a perfect storm brewing in nursing academia with impending mass faculty vacancies. This is due to a combination of elements: a rapidly aging nurse educator workforce who will soon be retiring, relatively poor pay, and a dearth of young nursing instructors in the "pipes" to replace them. What ideas do you have to avert a disastrous nurse faculty shortage and to attract younger nurses into the wonderful career of nursing education?

References

• Certified midwife salary
• Nursing faculty shortage
• Salary for a certified registered nurse anesthetist (crna)
• Salary for registered nurse (rn) jobs

[VickyRN, MSN, DNP, RN]

I would disagree that shortage of faculty is necessarily the main reason. I've taught in ADN and BSN programs in NC, also, and the BON requires that, in order to increase the number of seats in a nursing program, the school have not only adequate faculty to accommodate the increased number of students, but also adequate, BON-approved clinical settings. In my experience, finding good clinical settings is what's getting harder and harder as time goes on, rather than finding sufficient faculty. At the same time that the number (and size) of nursing programs have been increasing in recent years, hospitals have been shrinking, merging into "healthcare systems," and consolidating specialty units/services -- and, while general med-surg hasn't been much of a problem in my experience, it has become extremely difficult to find adequate, appropriate clinical settings to provide good educational experiences for specialty rotations (peds, OB, psych, etc.). It was a nightmare every single semester the last time I had a teaching job, because the large urban area in which "my" program (state uni BSN) was located had so many nursing programs, all competing vigorously for the same few specialty clinical opportunities.

Also, I agree with the previous posters who have commented that part of the program is too many nursing programs, esp. nursing programs of not-particularly-good quality. We all know that there are many poor quality nursing programs out there -- IMO, the public and the nursing community would be much better off if they were closed.

Thank you for sharing your insights, elkpark. We have had the same frustrating experience trying to find adequate clinical sites for our pediatric clinical rotations. The general pediatric unit we use is literally being overrun with students (and not just nursing students, but medical students, respiratory therapy students, etc.).

What we have experienced in our nursing program has been major difficulty getting some faculty positions filled (especially those in peds). We have had stellar candidates apply, only to withdraw their application once they saw how low the pay is (relative to other positions they have had, such as pediatric nurse practitioners).

I agree with you about some nursing programs being poor quality and that we all would be better off without them.

Our faculty in our program are also mainly in their 50s. I am concerned about the near future (the subject of this blog) when these older faculty begin to retire. I do not see an abundance of younger educators available to replace them. In fact, many of our younger nurse faculty are leaving us for greener pastures. I would love to see more younger nurses entering our field.

[mindlor]

Oh Vicky, one more request...

What in your opinion signifies young?

Cuz I am not young lol

[mindlor]

Another problem as stated before is salary....

Many of these "young" folks have families and expenses and the schools are going to have to pay them a living wage......

[VickyRN, MSN, DNP, RN]

Firstt let me say this Vicky...I have the utmost respect for you. Your contributions and insights to this community are invaluable. Also, I am not disillusioned. I love nursing. I believe in the nursing process and in the nursing model of care (holistic care).

I am a male and thus tend to lean a bit more towards pragmatic thinking. I understand that that this is your thread and will certainly cease speaking of the real/perceived nursing shortage per your request.

To answer your question, I can certainly see myself teaching nursing someday, hopefully at a prestigious school. The need for GOOD teachers is HUGE. Most nursing instructors have no formal training in education and basically read from power points. The nursing texts are mainly dull, and coma inducing, and not engaging to the student whatsoever.

So yes, once I get some experience under my belt in the real world, I will enter into teaching but just as I enter into nursing, it will be a mission of change. I hope to change nursing annd the teaching of nursing because in both areas there is huge room for improvement.

Also I feel that Elks point about clinical space is spot on. Do you know how many clinical hours I got in peds.....? I got 8, 8 whole hours.....

Anyway, peace and have a great holiday season

Thank you for sharing your insights, mindlor. I would welcome you into nursing academia. Besides needing younger instructors, we also have need for a more diverse nurse faculty workforce. We desperately need male nurse educators to mentor our male nursing students and give them a more gender-balanced view of nursing.

And yes, we would welcome your new perspectives, your vision for change. That's why we need new blood!

In terms of the same old same old in nursing education, we need new pragmatic learning models for millennial students, ones that will equip them for the new realities of healthcare and the dynamic workplace issues in the 21st century.

[VickyRN, MSN, DNP, RN]

Oh Vicky, one more request...

What in your opinion signifies young?

Cuz I am not young lol

I am 56 and in my mind (I am not being facetious) I am still young. When I look in the mirror, sometimes I don't recognize who I am and think I am looking at my mother instead. But my body and mind still feel young and vibrant and I start each day with enthusiasm. I am especially enthusiastic about teaching, and that's what keeps me young.

I don't believe I will be "old" until I am 90 or perhaps 100, lol

In terms of younger faculty, I would like to see nurses just two or three years out of our BSN program start taking courses towards a career in nursing education. Right now, this is rare - only see a select few. Most want to becomes NPs or CRNAs.

[mindlor]

haha I am 47 but by the time time I am prepared educationally and experientially to teach nursing I will be well into my 50's. However, like many of my contemporaries I have an extreme Peter Pan complex LOL

As many have said, pay and benefits are the central issue here....if schools want dynamic younger teachers, they are going to have to pay up. Things will not improve as you are hoping until that occurs.....

Why should someone become an adjunct and work for peanuts when they can go make 100G per year practicing.....?

[VickyRN, MSN, DNP, RN]

haha I am 47 but by the time time I am prepared educationally and experientially to teach nursing I will be well into my 50's. However, like many of my contemporaries I have an extreme Peter Pan complex LOL

As many have said, pay and benefits are the central issue here....if schools want dynamic younger teachers, they are going to have to pay up. Things will not improve as you are hoping until that occurs.....

Why should someone become an adjunct and work for peanuts when they can go make 100G per year practicing.....?

A fellow Boomer who never wants to grow old! We Boomers will redefine aging and the entire phenomenon of retirement. I personally like the idea of the oxymoron "working retirement."

I agree with you on all points. In terms of increasing salaries or incentives for nurse educators, don't see this happening in the near future. In fact, we are trending the other way. Our salaries are frozen or being reduced, our benefits are being cut while we are paying more for them, and our workloads are increasing, all due to dire state budget issues. However, I am still very grateful to have a job I love and I feel I am making a difference in my students' lives.

[linguine]

In terms of younger faculty, I would like to see nurses just two or three years out of our BSN program start taking courses towards a career in nursing education. Right now, this is rare - only see a select few. Most want to becomes NPs or CRNAs.

Hi VickyRN,

2-3 years out of a BSN program may be too soon (unless the nurse has already has years of experience in another nursing degree and has been working in the specialty the nurse is teaching).

Nursing is based heavily in critical thinking and strong communication skills, both which may take years to master from novice. For example, in the operating room, a nurse cannot sit for the CNOR exam unless the nurse has 2 years of experience in the OR. The nurse would then be considered an competent in the OR. In theory, from passing this test, the nurse qualifies as an OR expert. In reality, this expertise further develops for years to come, as in any specialty. At what point is an individual quailified to teach? What do you think?

[mindlor]

Yes yes I hear you :)

Sadly though it seems to me that the younger folk coming up are a little less altuistic and a little more materialistic than many of us boomers. These young folk want the lexus, the 4000 sq foot house and the finer things in life. It is the "me" generation.

So, for the foreseeable future the bulk of nurse educators are going to be boomers with a few young folk thrown in here and there. The other problem is that many of the less reputable private nursing programs charge big bucks and are able to pay much more than public programs...

So, we are seeing a brain drain in that direction as well....sadly

[VickyRN, MSN, DNP, RN]

Hi VickyRN,

2-3 years out of a BSN program may be too soon (unless the nurse has already has years of experience in another nursing degree and has been working in the specialty the nurse is teaching).

Nursing is based heavily in critical thinking and strong communication skills, both which may take years to master from novice. For example, in the operating room, a nurse cannot sit for the CNOR exam unless the nurse has 2 years of experience in the OR. The nurse would then be considered an "expert" in the OR. In theory, from passing this test, the nurse qualifies as an OR expert. In reality, this expertise further develops for years to come, as in any specialty. At what point is an individual quailified to teach? What do you think?

Good point and good question. According to Benner's theory, it can take 3 to 5 years to reach the "proficient" to "expert" status in just one area of nursing. What I would like to see is our graduates start to take courses towards an eventual degree of MSN-Nursing Education, while they are 2 to 3 years out. That way, when they graduate (another ~ 2 years later), they will have sufficient clinical and critical thinking expertise in at least one practice area. As novice nurse educators, they will still need another 3 to 5 years to become proficient in teaching.

[linguine]

Yes yes I hear you :)

Sadly though it seems to me that the younger folk coming up are a little less altuistic and a little more materialistic than many of us boomers. These young folk want the lexus, the 4000 sq foot house and the finer things in life. It is the "me" generation.

So, for the foreseeable future the bulk of nurse educators are going to be boomers with a few young folk thrown in here and there. The other problem is that many of the less reputable private nursing programs charge big bucks and are able to pay much more than public programs...

So, we are seeing a brain drain in that direction as well....sadly

Where does technology fit into this?

Educational institutions should invest more in technology (computers, PDA devices). Courses that are lecture or discuss based could be facilities via internet. This strategy could reduce tuition cost, engage students in a different context and provide more flxibility to the faculty (versus monetary compensation.)

As someone has mentioned already.. some instructors rely heavily on power points. This issue is more of a style difference than technological problem. My favorite lectures in school were all online--mainly because I could pause the voiceovers and takes notes. If we had any questions, we can post them on the class discussion board, call, e-mail or visit the office hours of our professors. Having the lectures online did not make me (can't say for other students) less engaging, but rather, more engaged with the material as the pace provided more time to think and reflect. The quality of animations nowadays are vivid too.

The higher educational institution in America has become one of socialization than academics. One benefit of online learning is that the focus is more one (academics) than the other it seems (assuming the students does not have all the social media sites open while studying.)

[VickyRN, MSN, DNP, RN]

Where does technology fit into this?

Educational institutions should invest more in technology (computers, PDA devices). Courses that are lecture or discuss based could be facilities via internet. This strategy could reduce tuition cost, engage students in a different context and provide more flxibility to the faculty (versus monetary compensation.)

As someone has mentioned already.. some instructors rely heavily on power points. This issue is more of a style difference than technological problem. My favorite lectures in school were all online--mainly because I could pause the voiceovers and takes notes. If we had any questions, we can post them on the class discussion board, call, e-mail or visit the office hours of our professors. Having the lectures online did not make me (can't say for other students) less engaging, but rather, more engaged with the material as the pace provided more time to think and reflect. The quality of animations nowadays are vivid too.

The higher educational institution in America has become one of socialization than academics. One benefit of online learning is that the focus is more one (academics) than the other it seems (assuming the students does not have all the social media sites open while studying.)

Excellent points. Through the use of technology we can potentially teach more effectively and more efficiently with fewer instructors. Millennials, particularly, love technology and often demand PowerPoints, the use of YouTube videos, question-and-answer sessions, small group discussions, and other multimedia modes to learning. One thing that doesn't work well with Millennials is requiring them to sit quietly and listen to a lecture for more than 20 minutes at a time. Their attention drifts quickly and they get antsy. To facilitate their learning, they need more stimulating and engaging methods of teaching.

In terms of online courses versus brick and mortar schools, not every student has the self-discipline, self-direction, and organization that is required to be successful with the online modality. These students need face-to-face personal interaction and the stimulation of a classroom of their peers. In undergraduate prelicensure nursing programs, many subjects (such as foundation or assessment labs) have to be taught face-to-face and hands-on. Also, prelicensure nursing programs are very faculty-intensive, in that clinicals are restricted to no more than 10 students per one instructor.