First-line nurse administrators in academe: How are they prepared, what do they do, and will they stay in their jobs?

Abstract

This article examines the role characteristics, responsibilities, and anticipated career patterns of first-line nurse administrators employed in university-based nursing education programs throughout the nation. First-line administration is the first level on the administrative ladder, and these administrators are most frequently entitled department chairpersons; division, program, and level directors; or coordinators. This was an exploratory and descriptive research project, and the questions addressed were (1) How are first-line nurse administrators in academe formally educated and informally prepared for their administrative role? (2) What are the administrative competencies important for this administrative role? (3) What strains, conflicts, and work overload are associated with the first-line administrative role, and what strategies are used to cope? (4) What do these administrators anticipate as a career pattern in administration based on their experiences as first-line administrators? Fifty-six first-line nurse administrators were interviewed from 42 schools of nursing that offer both bachelor's degree and graduate nursing programs. Data indicated that one third of the study participants completed graduate level courses in administration, and the majority had worked with administrative mentors. They ranked having character and integrity as their most important competency, which was defined as being trusted by faculty, other administrators, and students. Settling priorities for their administrative work caused them their greatest strain, and work overload was most predominant. Role conflict was present consistently as they attempted to meet the traditional triad of faculty responsibilities (research and scholarship, teaching, service) plus administrative duties. Numerous time-management strategies were used to cope, but nonetheless, one half will not continue in an administration career pathway. Implications for academic nurse administrators are cited.

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“…Most recently, Apen et al (2021) published a paper titled Nursing Academic Leadership: An Urgent Workforce Shortage in Nursing Education. In the decades between 1976 and 2021, several other papers were published reflective of this theme (Adams, 2007;Bouws, 2018; Roles and Skills for Effective Academic Nurse Leaders Green & Ridenour, 2004;Princeton & Gaspar, 1991;Starck et al, 1999).…”

“…However, there are few reports of quantitative research related to competencies of academic nurse leaders. Princeton and Gaspar (1991) explored competencies necessary for first-line nursing education administrators. Theirs is a mixed methods study in which they first conducted telephone interviews with 56 academic nurse leaders.…”

Roles and Skills for Effective Academic Nurse Leaders

“…Most recently, Apen et al (2021) published a paper titled Nursing Academic Leadership: An Urgent Workforce Shortage in Nursing Education. In the decades between 1976 and 2021, several other papers were published reflective of this theme (Adams, 2007;Bouws, 2018; Roles and Skills for Effective Academic Nurse Leaders Green & Ridenour, 2004;Princeton & Gaspar, 1991;Starck et al, 1999).…”

From Frontline Nurse Managers to Academic Program Directors: Research, Strategies, and Commonalities

“…An extensive review of the literature provided a very few number of studies of academic frontline managers; yet each reported very concerning findings that can no longer be ignored. The trend of dwindling numbers of academic nursing program directors and increasing vacancies in these positions was voiced as far back as 1981 (George, ; Hall, Mitsunaga, & Tornyay, ; Larson, ; Princeton & Gaspar, ; Rawl & Peterson, ). The representative works include three research studies and a two‐part extensive review of literature on faculty job satisfaction.…”