2. 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
3. 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)
4. 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
5. 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)
6. 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.
7. 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
8. Not enough master’s degreed nurses
Educational Preparation of RNs in Florida (2008)
1%
7% Diploma and Associates Degree
Bachelor's Degree
Master's Degee
Doctoral Degree
36%
56%
Source: Florida Center for Nursing, (2010)
9. 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.
10. 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)
11. 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.
12. 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!
13. 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
14. 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
15. 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
16. 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
17. The Students:
› Benefit from clinical expertise of these instructors
› Enhanced quality of their education
› “Real-Life” exposure to their prospective roles as
future nurses
18. 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
19. 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.
20. 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
21. 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.
22.
23. 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). Florida's 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
