How Nursing Programs Can Retain One of Their Biggest Assets: Faculty
What Is Your Program Doing to Develop and Retain Faculty?
The continuing shortage of nursing faculty is a critical issue that limits the supply of registered nurses in the United States. That’s why efforts to increase the pipeline of new nurses should be concurrent with efforts to recruit and retain the faculty needed to train them.
No one is more familiar with this struggle than the deans and directors who are forced to turn away qualified applicants because their programs don’t have the faculty resources necessary to admit them.
This article explores the challenges associated with nursing faculty retention and highlights how structured faculty development opportunities and mentorship can improve job satisfaction and reduce attrition rates — ultimately leading to a larger nursing workforce.
Faculty Shortage Causes and Impacts
Nearly 66,000 qualified applicants to nursing programs weren’t accepted in the 2023-2024 academic year, and a primary reason was the widespread lack of faculty and clinical sites.
Common contributors to faculty departures — reported by educators in multiple surveys and interviews — include: burnout; the ability to earn higher salaries in the clinical setting; increased responsibilities due to inadequate faculty staffing; incivility; and requirements for additional academic degrees.
A growing body of research suggests that faculty are more likely to stay in their positions when they have strong relationships with fellow faculty members, feel respected and supported, and have good resourcing skills. Providing structured onboarding and ongoing opportunities for professional development and support can go a long way toward meeting these needs.
The Importance of Onboarding and Mentoring New Faculty
Across all types of work settings, studies have identified the first 90 days of a new job as crucial for developing a level of comfort. Effective onboarding programs can improve job satisfaction and increase the likelihood of retaining new employees in many industries, this research shows.
Read about a successful onboarding and retention program here.
For nurses moving from the clinical setting to academia, onboarding is particularly important because the complexities of this new role can feel overwhelming. The challenges of managing classrooms, preparing tests, grading assignments, attending faculty meetings, and handling student issues are markedly different from patient care. Adding a formal mentoring process to the onboarding experience provides an important layer of awareness. The new faculty member can gain a deeper understanding of faculty roles and responsibilities and build their confidence as they navigate the new work setting.
A faculty survey published in Nurse Educator in 2024 identified common contributors to faculty attrition and highlighted the potential contributions of onboarding and mentoring. In their research, Anderson et. al. surveyed RNs and APRNs in Utah. Of the respondents who were working in faculty positions, 41% said they were unsure or did not see themselves continuing to work as faculty for 5 more years; 59% said they were likely to continue in academia.
The respondents who said they doubted they would remain for 5 years reported the following reasons in the order shown:
- low compensation
- unrealistic workload
- retirement
- lack of appreciation
- personal or family issues.
Respondents who already had left academia cited, in order:
- low compensation
- personal/family issues
- other professional opportunity
- retirement
- unrealistic workload.
The research also highlighted the need for new educators to receive encouragement from faculty colleagues. Survey respondents still working as educators emphasized the importance of mentorship. Their responses identified 4 areas of greatest interest:
- one-on-one mentorship
- orientation
- professional development support
- career growth and advancement.
These respondents said they were most interested in training topics such as technology/learning management systems, teaching skills, handling difficult students, and career training and leadership.
“Both current and former faculty expressed a desire for ongoing training and one-on-one mentorship, emphasizing the need for continuous professional development and support,” the authors wrote. “Additionally, the identification of specific areas for training … highlights the diverse challenges faced by nurse faculty members, which could be effectively addressed through targeted mentorship programs and training initiatives.”
The authors concluded by noting that other studies have identified similar data and themes identifying inadequate mentorship, lack of collegiality, and lack of appreciation as important factors contributing to retention.
Cost-Effective Resources for Faculty Development
The cost of faculty development resources can make it challenging for many academic programs to establish mentoring and professional development opportunities for novice as well as experienced faculty. To help programs meet these needs cost effectively, ATI has developed a range of resources to meet the most pressing faculty support needs.
“ATI is dedicated to empowering educators,” said Kelly Simmons, DNP, RN, CNE, a nursing strategist for ATI Nursing Education and Ascend Learning Healthcare. “We have designed a suite of faculty development resources to provide comprehensive support to faculty throughout their career in education.”
For educators who are moving from clinical settings to academic roles, the ATI Academy™ contains an extensive library of on-demand courses to help new faculty build the skills and competencies needed for teaching. The courses also help new educators understand their new role, contributing to greater confidence.
The ATI Academy also offers in-depth training for faculty at all levels of teaching experience. Some of the more popular include how to teach clinical judgment, how to write grants and perform research, and how to prepare for the certified nurse educator and certified clinical nurse educator exams. Many of these courses provide contact hours and associated discussion boards where educators can share advice and experiences.
Also in the ATI Academy, program directors can select courses that provide guidance on how to onboard new faculty, how to implement a concept-based curriculum, and how to prepare for accreditation. The ATI Academy also provides courses on mentoring to help faculty step into the important role of mentor. Find a list of all current ATI Academy courses here.
In addition to courses focused on faculty skills and professional development, the ATI Academy offers interactive, practical training on best practices for integrating and using ATI products. In this learning path, faculty access modules on using products ranging from Custom Assessment Builder to the Engage® Series to Civility Mentor. By completing the relevant modules, faculty can use ATI products more effectively and efficiently.
“The ATI Academy is an incredible asset for nursing faculty,” Dr. Simmons said. “It provides comprehensive and user-friendly product training and integration resources that streamline the learning process. This platform helps ensure that educators can quickly grasp the functionality of each product. They become so comfortable that they can incorporate it into their curriculum seamlessly.”
Building Community and Expertise to Foster Faculty Retention
Other strategies to encourage better faculty retention include professional and personal development activities that build a sense of community and expand expertise. Consulting services offered by ATI provide a foundation for these strategies. The ATI Consulting Solutions team works side by side with nursing programs to evaluate their challenges and create customized plans to meet program goals.
The consulting team helps programs address specific issues related to faculty retention and job satisfaction. For example, ATI consultants have helped hundreds of nursing programs with curriculum development, item writing, and the adoption of new teaching methods.
As in most workplaces, a sense of teamwork and community is an important component of satisfaction and retention among nursing faculty. At events such as the National Nurse Educator Summit, held annually by ATI, faculty can network with educators from around the country to fine-tune teaching, testing and remediation strategies, and to expand their overall knowledge. Group rates are available to encourage programs to send multiple educators to this event, which has become known as “the best workweek ever.”
“The National Nurse Educator Summit is a highlight for educators every year,” Dr. Simmons said. “The conference is a unique opportunity for professional growth and networking because it connects nurse educators from across the nation in a truly collaborative environment.”
Onboarding, Mentoring and Development are Keys to Faculty Retention
To address the nursing faculty shortage, it is essential for programs to initiate actions that retain current educators. Implementing structured onboarding and mentoring practices, and providing opportunities for professional development, can help improve job satisfaction and retention. Resources such as ATI Academy, ATI Consulting Solutions and ATI’s faculty education and enrichment opportunities also contribute to retention by providing valuable support and inspiration.
“Nursing faculty retention is a critical issue,” Dr. Simmons said. “By taking a multifaceted approach that encourages job satisfaction, work-life balance, and mentoring, nursing programs can create a supportive environment that fosters greater faculty retention.”
References
Anderson, M., et al. (2024). Understanding factors influencing nursing faculty departure and intentions. Nurse Educator, 49 (4), 222-226. doi:10.1097/NNE.0000000000001612 https://pubmed.ncbi.nlm.nih.gov/38306183/
Additional Resources
ATI Academy: https://www.atitesting.com/educator/solutions/ati-academy
ATI Champions program: https://www.atitesting.com/educator/outcomes/faculty-development
Faculty development options from ATI Nursing Education: https://www.atitesting.com/educator/outcomes/faculty-development