Nursing faculty shortage in Canada: A scoping review of contributing factors

Boamah, Sheila A.; M, Callen; Cruz, Edward Venzon

doi:10.1016/j.outlook.2021.01.018

Cited by 40 publications

(25 citation statements)

References 52 publications

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“…The findings of the current study suggest that assignment of workload for new faculty members may need to include a decreased workload during transition to the academic role. Boamah et al, (2021) assert that, due to the COVID‐19 pandemic, faculty expectations changed with the movement to online teaching. The expectation became that more time needs to be spent attending to the individual needs of students in the online rather than face‐to‐face environment.…”

Section: Discussionmentioning

confidence: 99%

“…In a scoping review of literature on Canada's nursing faculty shortage, Boamah et al, (2021) delineated four themes: supply versus demand, employment conditions, organizational support and personal factors. It was employment conditions, specifically heavy workload which endangered work–life balance.…”

Section: Introductionmentioning

confidence: 99%

“…There was consensus about exhaustion and a faculty shortage. Multiple studies exist describing the increased workload demands of increased student numbers (Martini et al, 2019; Smeltzer et al, 2017; Tourangeau et al, 2015), decreased faculty numbers (AACN, 2019; Boamah et al, 2021; Roughton, 2013), resulting in decreased job satisfaction (Mudrak et al, 2018; Smeltzer et al, 2016; Woo et al, 2017; Yedidia et al, 2014), and decreased work–life balance (Boamah et al, 2021; Bittner & Bechtel, 2015; Smeltzer et al, 2015). There were no studies on work‐related or occupational fatigue and nursing faculty members in regard to scholarship and service productivity and the relationship between academic rank and fatigue and productivity.…”

Section: Introductionmentioning

confidence: 99%

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Relationship among faculty fatigue, academic rank, and scholarship and service productivity

Poole

Spies

2021

Journal of Advanced Nursing

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Aim To examine the relationship among the level of fatigue, academic rank, workload (credit hours) and faculty productivity (as measured by scholarship and service activities). Design Descriptive cross‐sectional correlational design. Participants All full‐time faculty in national year‐round nursing college. Methods An Internet survey was distributed May/June 2017 to all full‐time faculty (n = 318). Responses reported are from 81 faculty members in the prelicensure baccalaureate programme. Survey items included workload, scholarship and service activities and demographic data. Fatigue was measured by the trait version of Occupational Fatigue, Exhaustion Recovery scale which has three subscales: Acute, Persistent, and Chronic. Results Mean fatigue for all traits ranged from 45.9 to 52.48. More service activities were reported than scholarship activities. There was a significant positive correlation between chronic fatigue and credit hours. No significant differences existed in fatigue scores based on frequency of scholarship and service activities. Conclusion This first study of fatigue in nursing faculty establishes the existence of fatigue in this group. This can be serious related to the existence of chronic fatigue. Strategies to reduce fatigue are important to support the long‐term employment of nursing faculty. Impact What problem did the study address? Fatigue in faculty members and its relationship to academic rank and scholarship and service productivity. What were the main findings? Fatigue in faculty members exists. Higher rank was associated with more scholarship and service activities. Chronic fatigue is less than acute or persistent fatigue. Chronic fatigue is related to workload. Where and on whom will the research have impact? Findings may impact retention of nursing faculty members and academic leaders responsible for supporting work–life balance among nursing faculty.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Relationship among faculty fatigue, academic rank, and scholarship and service productivity

Poole

Spies

2021

Journal of Advanced Nursing

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“…17 22 23 With the concurrent nursing faculty shortage and the impact of the COVID-19 pandemic on the nursing workforce, attracting and retaining quality faculty is extremely important to educational institutions as low faculty retention rate might create both monetary and academic consequences. 24 The predominant discourse on nursing faculty recruitment and retention centres on the realities of an ageing workforce, lucrative opportunities in the clinical and private sectors, heavy workloads, poor work environment, lack of organisational support [25][26][27] and unrealistic role expectations. 23 28 29 What is missing in this discourse is a nuanced understanding of the joint effect of multiple work-life issues on recruitment and retention of early career researchers (ECRs)/academics, and comprehensive strategies to alleviate the shortage of faculty.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Investigating the work–life experiences of nursing faculty in Canadian academic settings and the factors that influence their retention: protocol for a mixed-method study

Boamah

2022

BMJ Open

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IntroductionWhile all research-oriented faculty face the pressures of academia, female faculty in fields including science, engineering, medicine and nursing, are especially susceptible to burnout. Nursing is unique in that it remains a predominantly female-dominated profession, which implies that there is a critical mass of females who are disproportionately affected and/or at higher risk of burnout. To date, little is known about the experiences of nursing faculty especially, new and early career researchers and the factors that influence their retention. This study aims to understand the work–life (the intersection of work with personal life) experiences of nursing faculty in Canadian academic settings and the factors that influence their retention.Methods and analysisA mixed-method design will be used in this study. For the quantitative study, a sample of approximately 1500 new and early career nursing faculty across Canadian academic institutions will be surveyed. Eligible participants will be invited to complete a web-based structured questionnaire in both French and English language. Data will be evaluated using generalised linear regression model and structural equation modelling. Given the complexities of work–life issues in Canada, qualitative focus group interviews with about 20–25 participants will also be conducted. Emerging themes will be integrated with the survey findings and used to enrich the interpretation of the quantitative data.Ethics and disseminationThis study has received ethical approval from the Hamilton Integrated Research Ethics Board (#1477). Prior to obtaining informed consent, participants will be provided with information about study risks and benefits and strategies undertaken to ensure confidentiality and anonymity. The study findings will be disseminated to academics and non-academic stakeholders through national and international conference presentations and peer-reviewed open-access journals. A user-friendly report will be shared with professional nursing associations such as the Canadian Associations of Schools of Nursing, and through public electronic forums (e.g., Twitter). Evidence from this study will also be shared with stakeholders including senior academic leaders and health practitioners, government, and health service policy-makers, to raise the profile of discourses on the nursing workforce shortages; and women’s work–life balance, a public policy issue often overlooked at the national level. Such discussion is especially pertinent in light of the disproportionate impact of COVID-19 on women, and female academics. The findings will be used to inform policy options for improving nursing faculty retention in Canada and globally.

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“…

Internationally there is a shortage of nursing faculty (Boamah et al, 2021). Doctoral education is foundational to the faculty role in schools of nursing particularly in advancing research inspired teaching.

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confidence: 99%

Preparing future nursing faculty: integrating enhanced teaching and leadership development curricula into PhD education

Han

D’Aoust

Gross

et al. 2021

Journal of Advanced Nursing

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Nursing faculty shortage in Canada: A scoping review of contributing factors

Cited by 40 publications

References 52 publications

Relationship among faculty fatigue, academic rank, and scholarship and service productivity

Relationship among faculty fatigue, academic rank, and scholarship and service productivity

Investigating the work–life experiences of nursing faculty in Canadian academic settings and the factors that influence their retention: protocol for a mixed-method study

Preparing future nursing faculty: integrating enhanced teaching and leadership development curricula into PhD education

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