The Impact of Culture on Faculty Retention in Nursing Education

Nancy Hinchcliffe Duphily*
*Lecturer, Department of Nursing School of Health and Environment, University of Massachusetts Lowell.
Periodicity:May - July'2011
DOI : https://doi.org/10.26634/jnur.1.2.1471

Abstract

There is a need to appreciate the impact of cultural dissonance on the transition of the experienced nurse clinician into the faculty role.  This factor is of utmost concern for nursing education administrators as they confront the current shortage of nursing faculty in programs throughout the United States. Nurses initially socialized into the culture of the profession may eventually transition into the culture of academia. The following paper explores how cultural similarities and differences influence that change. A review of the literature reveals that cultural dissonance exists for novice nursing faculty as they adjust to a faculty role and is related to the values transferred fromclinical practice. This role change creates conflict for the novice nurse educator and may negatively affect job satisfaction and retention, leading to the exodus of valuable future educators from the academic setting. Access to long term, formal mentoring programs for novice nurse educators, along with pairing of faculty mentors who are able to understand and address the issue of cultural dissonance, can facilitate successful socialization and transition into academia.  Implications for eliminating cultural dissonance involve specifying clear expectations for new nursing faculty, increasing the availability of mentoring programs in nursing education, and affording access to positive, expert faculty role models.

Keywords

Cultural Dissonance Nursing Faculty Retention, Nursing Education, Faculty Mentoring.

How to Cite this Article?

Duphily, N.H. (2012). The Impact of Culture on Faculty Retention in Nursing Education. i-manager’s Journal on Nursing, 1(2), 1-8. https://doi.org/10.26634/jnur.1.2.1471

References

[1]. Baker, S. (2007). Faculty Matters. Nursing Education Perspectives, (28)5,238-240.
[2]. Barker, E. (2006). Mentoring: A complex relationship. Journal of the American Academy of Nurse Practitioners,18 ,56-61.
[3]. Bellack, J. (2003). Advice for new(and seasoned) faculty. Journal of Nursing Education,(42)3, 383-384.
[4]. Bellack, J. (2004). One solution to the nursing shortage: begin at the end. Journal of Nursing Education, 43(6), 243- 244.
[5]. Benner, P. (1984). From novice to expert. Excellence and power in clinical nursing practice. California: Addison Wesley.
[6]. Beres, J.(2006). Staff development to university faculty: reflections of a nurse educator. Nursing Forum, 41(3), 141- 145.
[7]. Berk, R., Berg, J., & Mortimer, R. (2005). Measuring the effectiveness of faculty mentoring relationships. Academic Medicine, 80(1) , 66-71.
[8]. Billings, D. & Halstead, J. (1998). Teaching in Nursing: AGuide for Faculty. Philadelphia: W.B. Saunders Co.
[9]. Billings, D. (2003). What does it take to be a nurse educator? Journal of Nursing Education, 4(3), 99-100.
[10]. Blauvelt, M.& Spath,M. (2008). Passing the torch: A faculty mentoring program at one school of nursing. Nursing education Perspectives, (29) 1, 29-33.
[11]. Brady, M. (2006). Recruitment and retention of associate degree nursing faculty. Journal of Nursing Education, 46, (4), 190-192.
[12]. Dempsey, L. ((2007). The experiences of Irish nurse lecturers' role transition from clinician to educator. International Journal of Nursing Education Scholarship, 4(1), 1-12.
[13]. Dunham-Taylor, J. Lynn,C., Moore,P., McDaniel,S., & Walker,J. (2008). What goes around comes around: Improving faculty retention through more effective mentoring. Journal of Professional Nursing, (24)6, 337-346.
[14]. Falk, N.(2007). Strategies to enhance retention and effective utilization of aging nurse faculty. Journal of Nursing Education, 46(4), 132-138.
[15]. Fang, D., Wilsey-Wisniewski, S., & Bednash, G. (2006). Enrollment and graduations in baccalaureate and graduate programs in nursing. Washington, D.C.: American Association of Colleges in Nursing.
[16]. Garbee, D.,& Killacky, J. (2008). Factors influencing intent to stay in academia for nursing faculty in the southern United States of America. International Journal of Nursing Education Scholarship, 5(1), 1-15.
[17]. Gazza,E. & Shellenbarger,T. (2005). Successful enculturation: Strategies for retaining newly hired nursing faculty. Nurse Educator, 30(6), 251-254.
[18]. Gormley, D. (2003). Factors affecting job satisfaction in nurse faculty: A Meta-Analysis. Journal of Nursing Education, 42(4), 174-178.
[19]. Grossman, S. (2007). Mentoring in nursing: A dynamic and collaborative process. New York: Springer.
[20]. Haigh, C.&Johnson,M.(2007). Attitudes and values of nurse educators: An international survey. International Journal of Nursing Education Scholarship. 4(1), 1-11.
[21]. Kostovitch, C., & Thurn, K. (2006). Connecting: Perceptions of becoming a faculty mentor. International Journal of Nursing Education Scholarship, (3)1,1-15.
[22]. Kowalski, K., Horner, M., Carroll, K., Center, D., Foss,K., Jarrett, S. & Kane, L. (2007). Nursing clinical faculty revisited: The benefits of developing staff nurses as clinical scholars. The Journal of Continuing Education in Nursing, 38(2), 69-75.
[23]. Lander, J. (2004). The gift of mentoring. Clinical Nursing Research,13(3),175-178.
[24]. Leininger, M. (1967). The culture concept and its relevance to nursing. Journal of Nursing Education, 6(2), 27-37.
[25]. Leininger, M. (1988). Caring: An essential human need. Detroit: Wayne State University Press.
[26]. Leininger, M. (1967). The culture concept and its relevance to nursing, Journal of Nursing Education, 6(2), 27-37.1-14.
[27]. Leininger, M. & McFarland, M. (2002). Transcultural nursing: Concepts , theories, research and practices. New York: McGraw-Hill.
[28]. Lewallen, L., Crane., Letvak, S, Jones,E,& Hu, J. (2003). An innovative strategy to enhance new faculty success. Nursing Education Perspectives. 3(1),1-5.
[29]. Little, M. & Milliken, P. (2007). Practicing what we preach: Teaching and clinical practice competencies. International Journal of Nursing Education Scholarship,(4)1,25-29.
[30]. Mann, A. (2004). Eleven tips for the new teacher. Journal of Nursing Education, 43(9), 389-390.
[31]. Matthew-Maich., N., Mines,C., Brown ,B., Lunyk- Child, O., Carpio,B., Drummond-Young,M., Noesgaard, C., & Linton., (2007). Evolving as nurse educators in problem- based learning through a community of faculty development. Journal of Professional Nursing, 23(2), 75-82.
[32]. Mennick, F. (2007). Good news,bad news on the nursing shortage. American Journal of Nursing. 107(4), 22.
[33]. National League for Nursing (2004). National nursing education database survey. New York: Author.
[34]. National League for Nursing (2005). Core competencies of nurse educators with task statements. New York: Author.
[35]. National League for Nursing. (2006). Nurse educators 2006: A report of the faculty census survey of RN and Graduate programs. New York: Author.
[36]. National League for Nursing. (2006). Position statement: Mentoring of nurse faculty. New York: Author.
[37]. National League for Nursing and the Carnegie Foundation for the Professions Program. (2007). National study of nurse educators: Compensation, work and teaching practices. New York: Author.
[38]. Penn, B., Wilson, L. & Rossiter, R. (2008). Transitioning from nursing practice to a teaching role. The Online Journal of Issues in Nursing. 13 (3), 1-18.
[39]. Schriner, C. (2007). The influence of culture on clinical nurses transitioning into the faculty role. Nursing Education Perspectives, 28(3), 145-149.
[40]. Schumacher, G., Risco, K.,& Conway,A. (2008). The Schumacher model: Fostering scholarship and excellence in nursing and for recruiting and grooming new faculty. Educational Innovations, 47 (12),571-575.
[41]. Siler, B., & Kleiner, C. (2001). Novice faculty: Encountering expectations in academia. Journal of Advanced Nursing, 43 (1),206-215.
[42]. Smith, J., & Zsohar, H. (2007). Essentials of neophyte mentorship in relation to the faculty shortage. Journal of Nursing Education. 46(4),184-186.
[43]. Tanner, C. (2005). Where are our priorities? Addressing the looming shortage of nursing faculty. Journal of Nursing Education, 44(6), 247-248.
[44]. Thorpe, K. & Kalischuk,R. (2003). A collegial mentoring model for nurse educators. Nursing Forum, 38(1), 5-15.
[45]. United States Department of Labor (2005). Monthly Labor Review 28 (11) , 1-18.
[46]. Zungolo, E. (2002). The preparation of nurse educators: Developing the knowledge base to transmit the discipline of nursing. Nursing Educational Perspectives, 23, (5), 210.

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.