Transitioning From Nursing Practice to a Teaching Role

Barbara K. Penn, PhD, RN, BC; Laurie Dodge Wilson, MSN, RN, GNP-BC. ANP-BC; Robert Rosseter, MBA

Online J Issues Nurs. 2008;13(3)

Abstract and Introduction

Abstract

The national dialogue about the expanding nurse faculty shortage has piqued the interest of many nurses in practice and motivated them to pursue a teaching role. Thought eager to share their clinical expertise as nurse educators, many of them have questions about what is required to transition from the clinical practice setting to the academic environment, even on a part-time basis. This article provides practical advice on how to find teaching opportunities in higher education and make the role transition successfully. The authors address types of faculty appointments, educational qualifications needed for teaching, considerations in taking a faculty position, beginning a faculty position and learning about the academic work environment, and faculty development opportunities. They conclude by paying special attention to the essential skills needed to become a nurse educator and flourish in a teaching role.

Introduction

Though workforce analysts identify many reasons for the current shortage of registered nurses (RNs), there is growing consensus that the primary reason for this escalating crisis in the United States (US) is a diminishing pool of nurse faculty. Most agree that a rapidly aging RN workforce, the increasing demand for care, and an insufficient pipeline of nurses with master's and doctoral degrees are all contributors to the U.S. nursing shortage which is expected to last at least through the year 2025 (Buerhaus, Staiger, & Auerbach, 2008). The primary concern for stakeholders seeking solutions to the shortage is the pressing need to prepare more nurse educatorsto enable schools of nursing to expand capacity and accommodate all those seeking a nursing career. For each of the past three years, more than 40,000 qualified applicants to baccalaureate and graduate nursing programs have been turned away from nursing schools due primarily to a shortage of faculty (American Association of Colleges of Nursing [AACN], 2008a).

The AACN has worked to draw attention to the nurse faculty shortage and advance possible solutions. In a white paper originally released in 2003, a task force of AACN members identified a number of factors contributing to the shortfall in the number of nurse educators needed. These factors included faculty retirement patterns, significant salary differentials between academia and practice, competition for nurses with graduate degrees, flat enrollment and graduation rates in advanced nursing programs, and an aging professoriate (AACN, 2005). AACN's data collection efforts also have helped to quantify this issue. The nation's senior colleges and universities are now facing a faculty vacancy rate of 8.8 percent with 88.3 percent of professional nursing programs identifying the need for more faculty (AACN, 2007).

With a clearer understanding of the root cause, initiatives to address the nursing shortage at the federal, state, and local levels have been introduced. Alleviating the nurse faculty shortage has become a priority. Most proposed federal legislation to address the RN shortage in the U.S. 110^th Congress have included components to boost the faculty supply, including the Nurses' Higher Education and Loan Repayment Act of 2008 which provides graduate student loan reimbursement, and the Nurse Education, Expansion, and Development Act which provides capitation grants to schools of nursing to recruit more faculty. Though federal funding for nursing education in general has been level for the past three years, appropriations for the Nurse Faculty Loan Program has nearly doubled since FY 2004 (AACN, 2008b).

At the state level, many programs have been introduced and/or established to provide funding for nurses to complete a graduate degree in nursing in exchange for a commitment to teach. Among the states offering this attractive option are Colorado, Georgia, Maryland, Minnesota, Texas and Vermont. Efforts are also underway through foundations, such as The California Endowment, and companies including Johnson & Johnson, to offer scholarship programs to increase the faculty pool, with an emphasis on bringing much needed diversity to the nurse educator population.

At the local level, individual schools of nursing and their practice partners also are working to find creative ways to bridge the faculty gap (AACN, 2005). Many schools are partnering with hospitals and other clinical agencies to "share" graduate-prepared nurses who are also interested in teaching. Some schools have removed restrictions, thus allowing retired faculty to teach part time, while others are enhancing benefits and raising salaries to strengthen recruitment and retention efforts. To prepare younger nursing students for faculty careers, many institutions now offer a variety of fast-track programs, including baccalaureate to doctoral degrees and accelerated master's programs. These programs offer an intense, rigorous educational experience for bright nursing students and are helping to increase the pipeline of nurses with the educational preparation needed to teach. Nurse faculty are also stepping up efforts to mentor nursing students and enlighten them about the many benefits that come with a teaching career (Bartels, 2005).

Teaching is a rich and rewarding pursuit for nurses looking to share their clinical expertise with those entering the profession or nurses returning to practice with advanced preparation. One of the strongest motivators to teach is that teaching provides an opportunity to influence student success and shape the next generation of nurses. As an educator, one can model professional values and skills, and ultimately influence the quality of care provided by future nurses. Fortunately, the national spotlight on the faculty shortage has piqued the interest of many nurses in practice who are looking to enter the teaching arena but are not sure where to begin. For our purposes, nurses in "practice" include those caring for patients, managing patient care units and agencies, and serving in advanced practice roles. Though eager to share their expertise with nursing students, many of these individuals have questions about what is required to transition from the practice setting to the academic environment, even on a part-time basis. They are asking:

What credentials do I need in order to teach and what assistance is available to make this transition?
What skills must good teachers possess and where can I look to develop a new level of teaching competence?
How does academia differ from clinical practice and what inside information do I need to know to succeed as a nurse educator?

These questions and many others will be addressed in this article in which the authors describe types of faculty appointments, educational qualifications needed for teaching, considerations in taking a faculty position, beginning a faculty position and learning about the academic work environment, and faculty development opportunities. They conclude by paying special attention to the essential skills needed to become a nurse educator and flourish in a teaching role.

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Table 1. Essential Skills for Nurse Educators
Teaching Skills Understands adult learners and teaching-learning principles Selects and uses a variety of teaching strategies rather than simply lecturing Employs creativity, novelty, and innovation in teaching methods Facilitates learning and actively engages students Develops a personal teaching style Utilizes a student/learner-centered approach in teaching Appreciates learning styles Individualizes as practical Remains flexible in teaching – manages time and responds to learner/class needs Teaches concepts, skills, and values – not just content Promotes evidence-based practice and clinical judgment in students Uses online applications and simulation technology Prepares lesson plans/lectures Teaches students in clinical practicum Makes appropriate and useful clinical assignments Guides students in clinical procedures Coaches students toward achievement of objectives Integrates evidence into clinical applications Manages the classroom Deals effectively with challenging students Explains complex concepts to novices 2. Knowledge, Experience, and Preparation for the Faculty Role Clinical expertise, particularly recent/current experience Expertise in subjects taught Knowledge of the discipline Knowledge of educational theory; how faculty can impact student learning Understanding of the collegiate environment Understanding of legal and ethical issues pertaining to education Participation in professional activities Completion of course work in education Previous experience as a speaker, teacher, preceptor, teaching assistant Strong writing skills Engagement in scholarship, research, publishing 3. Curriculum/course development Understands curriculum and curriculum trends Designs and revises curriculum Participates on Curriculum Committee and/or in discussions about curriculum design Plans a course Develops class content that allows students to grow in knowledge Meaningfully organizes and appropriately levels and paces content Prepares course materials using current literature and clinical evidence Understands how curriculum threads are sequential and flow through the program Understands curriculum mapping Understands and uses a course syllabus Works with a current syllabus Revises a syllabus Develops a useful and organized course syllabus including a schedule Develops learning outcomes Writes clear and measurable objectives Focuses on learning outcomes more than content or process Designs learning activities to achieve objectives Demonstrates the relationship among objectives, content, learning experiences, and evaluation Ensures that classroom learning and clinical experiences coincide Differentiates between need-to-know and nice-to-know content Aware of how the course taught fits into the overall curriculum Utilizes evaluation information to make changes in a course 4. Evaluation and Testing Understands/develops a variety of evaluation methods Matches testing/evaluation to course content and objectives Develops evaluation approaches that are congruent with stated objectives Creates valid and reliable evaluation methods Effectively evaluates student performance and measures student learning Develops and uses tests Constructs appropriately leveled tests Uses test blueprints Follows NCLEX-RN test plan and format Writes strong test items, particularly at higher levels Develops items that require critical thinking skills used by practicing nurses Performs test-item analysis Performs clinical evaluation Assesses clinical judgment of students Develops rubrics for evaluation of clinical performance and assignments Discriminates levels of student performance Offers both negative and positive evaluations Specifies how students have or have not met objectives Provides constructive feedback on performance Fails students if necessary Identifies students with problems and refers appropriately Evaluates written assignments fairly and consistently Justifies decisions Tolerates ambiguity and avoids rigidity when evaluating students Assigns grades for courses 5. Personal and Professional Attributes Works collegially, collaboratively, and actively with other faculty in groups/teams Demonstrates willingness to participate in peer review; receives excellent peer ratings Open to feedback; values feedback from senior faculty/mentors Demonstrates good interpersonal and communication skills Communicates with students and course coordinators Positively interacts with students in class and clinical Skilled in conflict resolution, negotiation, and problem solving Develops good relations with students Shows genuine interest in and respect for students Thoughtful, caring Maintains standards Connects with diverse student populations Serves as a role model, mentor, advisor Patient Articulate Thorough Concise Assertive; sets direction Consistent Flexible Enthusiastic Good listener Confident in providing nursing care Demonstrates good critical thinking, clinical judgment Able to manage personal stress, time Demonstrates willingness to learn and learn more about teaching Committed to lifelong learning Demonstrates passion for teaching; values the teaching role Demonstrates professional attitude

Table 1. Data compiled through a special AACN survey conducted in April 2008

Table 2. Suggested Resources
Beres, J. (2006). Staff development to university faculty: Reflections of a nurse educator. Nursing Forum. 41(3), 141-145. Billings, D.M. & Halstead, J.A. (2008). Teaching in nursing: A guide for faculty, 3^rd ed. Philadelphia: Saunders Book Company. Caputi, L. & Engelmann, L. (2004). Teaching nursing: The art and science, Volumes 1 and 2. Glen Ellyn, IL: College of DuPage Press. Gaberson, K.B & Oermann, M.H. (2007). Clinical teaching strategies in nursing, 2^nd edition. New York: Springer Publishing Company Novotny, J. M. & Griffin, M. T. Q. (2006). A Nuts-and-Bolts Approach to Teaching Nursing. 3^rd edition. New York: Springer Publishing Company. Palmer, P.J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass, Inc. Penn, B.K. (2008). Mastering the teaching role: A guide for nurse educators. Philadelphia: F. A. Davis. Schriner, C. (2007). The influence of culture on clinical nurses transitioning into the faculty role. Nursing Education Perspectives, 28(3), 145-149. Tomorrow's Professor Mailing List^SM. Accessed May 29, 2008 at https://ctl.stanford.edu/Tomprof/index.shtml

Table 1. Essential Skills for Nurse Educators
Teaching Skills Understands adult learners and teaching-learning principles Selects and uses a variety of teaching strategies rather than simply lecturing Employs creativity, novelty, and innovation in teaching methods Facilitates learning and actively engages students Develops a personal teaching style Utilizes a student/learner-centered approach in teaching Appreciates learning styles Individualizes as practical Remains flexible in teaching – manages time and responds to learner/class needs Teaches concepts, skills, and values – not just content Promotes evidence-based practice and clinical judgment in students Uses online applications and simulation technology Prepares lesson plans/lectures Teaches students in clinical practicum Makes appropriate and useful clinical assignments Guides students in clinical procedures Coaches students toward achievement of objectives Integrates evidence into clinical applications Manages the classroom Deals effectively with challenging students Explains complex concepts to novices 2. Knowledge, Experience, and Preparation for the Faculty Role Clinical expertise, particularly recent/current experience Expertise in subjects taught Knowledge of the discipline Knowledge of educational theory; how faculty can impact student learning Understanding of the collegiate environment Understanding of legal and ethical issues pertaining to education Participation in professional activities Completion of course work in education Previous experience as a speaker, teacher, preceptor, teaching assistant Strong writing skills Engagement in scholarship, research, publishing 3. Curriculum/course development Understands curriculum and curriculum trends Designs and revises curriculum Participates on Curriculum Committee and/or in discussions about curriculum design Plans a course Develops class content that allows students to grow in knowledge Meaningfully organizes and appropriately levels and paces content Prepares course materials using current literature and clinical evidence Understands how curriculum threads are sequential and flow through the program Understands curriculum mapping Understands and uses a course syllabus Works with a current syllabus Revises a syllabus Develops a useful and organized course syllabus including a schedule Develops learning outcomes Writes clear and measurable objectives Focuses on learning outcomes more than content or process Designs learning activities to achieve objectives Demonstrates the relationship among objectives, content, learning experiences, and evaluation Ensures that classroom learning and clinical experiences coincide Differentiates between need-to-know and nice-to-know content Aware of how the course taught fits into the overall curriculum Utilizes evaluation information to make changes in a course 4. Evaluation and Testing Understands/develops a variety of evaluation methods Matches testing/evaluation to course content and objectives Develops evaluation approaches that are congruent with stated objectives Creates valid and reliable evaluation methods Effectively evaluates student performance and measures student learning Develops and uses tests Constructs appropriately leveled tests Uses test blueprints Follows NCLEX-RN test plan and format Writes strong test items, particularly at higher levels Develops items that require critical thinking skills used by practicing nurses Performs test-item analysis Performs clinical evaluation Assesses clinical judgment of students Develops rubrics for evaluation of clinical performance and assignments Discriminates levels of student performance Offers both negative and positive evaluations Specifies how students have or have not met objectives Provides constructive feedback on performance Fails students if necessary Identifies students with problems and refers appropriately Evaluates written assignments fairly and consistently Justifies decisions Tolerates ambiguity and avoids rigidity when evaluating students Assigns grades for courses 5. Personal and Professional Attributes Works collegially, collaboratively, and actively with other faculty in groups/teams Demonstrates willingness to participate in peer review; receives excellent peer ratings Open to feedback; values feedback from senior faculty/mentors Demonstrates good interpersonal and communication skills Communicates with students and course coordinators Positively interacts with students in class and clinical Skilled in conflict resolution, negotiation, and problem solving Develops good relations with students Shows genuine interest in and respect for students Thoughtful, caring Maintains standards Connects with diverse student populations Serves as a role model, mentor, advisor Patient Articulate Thorough Concise Assertive; sets direction Consistent Flexible Enthusiastic Good listener Confident in providing nursing care Demonstrates good critical thinking, clinical judgment Able to manage personal stress, time Demonstrates willingness to learn and learn more about teaching Committed to lifelong learning Demonstrates passion for teaching; values the teaching role Demonstrates professional attitude

Table 1. Data compiled through a special AACN survey conducted in April 2008

Authors and Disclosures

Barbara K. Penn, PhD, RN, BC is Director of Member Education, American Association of Colleges of Nursing. Dr. Penn has over thirty years of experience in healthcare, with particular emphasis on the education and training of healthcare professionals. She currently is responsible for conference program planning and other faculty development initiatives for the American Association of Colleges of Nursing and its membership of 630 baccalaureate and graduate schools of nursing. Dr. Penn has earned bachelor's and master's degrees in nursing, and a doctorate in education. She has taught, administered, and consulted in the full range of educational activities including hospital staff development; hospital and university continuing education; vocational, undergraduate, and graduate education; faculty development; state and national professional associations; and national level education policy development. She teaches graduate courses in adult teaching and learning, and recently published a book, Mastering the Teaching Role: A Guide for Nurse Educators.

Laurie Dodge Wilson, MSN, RN, GNP-BC. ANP-BC has been a Certified Gerontological and Adult Nurse Practitioner for 13 years. She received her Bachelor of Arts degree in Biology from Brandeis University, a Master's in Nursing degree from the Massachusetts General Hospital Institute of Health Professions, and a minor in Teaching Nursing from the University of Texas Health Science Center in San Antonio. Ms. Wilson has practiced as a Nurse Practitioner National Health Service Scholar and served as a clinical preceptor for six years prior to accepting a faculty position with the University of Texas Health Science Center in San Antonio. She has held a joint appointment for five years serving as both the Gerontological Nurse Practitioner Program Coordinator and practicing clinically in the University Primary Care Geriatrics clinic. Currently, Ms. Wilson is the Gerontology Program Director with the American Association of Colleges of Nursing responsible for coordinating the John A. Hartford Foundation Grants, including Enhancing Gerontology Content in Senior-Level Baccalaureate Courses and Creating Careers in Geriatric Advanced Practice Nursing. She maintains an appointment as Assistant Clinical Professor of Nursing Education at the George Washington University and a clinical practice at the George Washington University Medical Faculty Associates Comprehensive Geriatric Medicine and Palliative Care Clinic.

Robert Rosseter, MBA is the Associate Executive Director for the American Association of Colleges of Nursing based in Washington, D.C. In this role, he directs all public affairs functions for this national association and oversees several program areas, including government affairs, publications, specific grant-funded initiatives, and other special projects. Previously, Mr. Rosseter directed all marketing and media-relation activities for the University of Virginia's satellite campus in Northern Virginia. He currently teaches graduate business courses online for the University of Virginia and has co-authored a chapter in the textbook Teaching Nursing: The Art and Science. Mr. Rosseter earned both an MBA and a Master of Science in Management degree from the University of Maryland. He also was awarded a BA degree in Journalism with a Psychology minor from The George Washington University.

E-mails: Barbara K. Penn, PhD, RN, BC - bpenn@aacn.nche.edu ; Laurie Dodge Wilson, MSN, RN, GNP-BC. ANP-BC - lwilson@aacn.nche.edu ; Robert Rosseter, MBA - rrosseter@aacn.nche.edu

Author Note: This paper was written by Barbara K. Penn, Laurie Dodge Wilson and Robert Rosseter in their private capacity. No official support or endorsement by AACN is intended or should be inferred.

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