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Nurs Educ Perspect. 2018 Mar/Apr;39(2):61-65. doi: 10.1097/01.NEP.0000000000000278.

Why We Became Nurse Educators: Findings From a Nationwide Survey of Current Nurse Educators.

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1
About the Author Jane D. Evans, PhD, RN, MHSA, CNE, is an associate professor, Department of Nursing, University of Arkansas at Little Rock, Little Rock, Arkansas. The author acknowledges Mary Nancy Enoch, MA, who provided invaluable assistance in the coding process. For more information, contact Dr. Evans at jdevans@ualr.edu.

Abstract

AIM:

The aim of the study was to identify what a national sample of nurse faculty believe will help build the faculty population.

BACKGROUND:

The aging population contributes to the need for new nurses while reducing the number of experienced faculty. Retaining faculty and attracting younger faculty are essential.

METHOD:

This descriptive study used an online survey. Nurse educators teaching at all levels (n = 940) were asked to rate the effectiveness of attraction, recruitment, and retention strategies. This article reports on responses to one of the survey's open-ended question; a content analysis was conducted to develop a narrative description about why respondents chose nursing education.

RESULTS:

Respondents wanted to teach in a stimulating yet flexible work environment, hoped to influence the profession, had been influenced by educators, and sought change and challenge in their careers.

CONCLUSION:

Faculty find nursing academia satisfying and rewarding, but noncompetitive compensation and unsatisfactory work environments can eclipse satisfiers.

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