The Teacher Crisis in Nursing Education—Revisited

Princeton, Joy C.

doi:10.1097/00006223-199209000-00011

Cited by 13 publications

(4 citation statements)

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“…Despite over 40 years of attention in the literature about the faculty shortage (Allan and Aldebron, 2008, Anderson et al, 1985, Carole, 2002, Danzey et al, 2011Halcomb et al, 2007, McAllister et al, 2014, Nehls and Rice, 2014, Princeton, 1992, a "perfect storm" now exists. The discipline needs more doctorally prepared nurse faculty who can effectively teach students.…”

Section: Preparing Future Facultymentioning

confidence: 99%

Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles

Dreifuerst

McNelis

Weaver

et al. 2016

Journal of Professional Nursing

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The purpose of this study was to describe the factors influencing the pursuit and completion of doctoral education by nurses intending to seek or retain faculty roles. Traditionally, doctoral education evolved to focus on the preparation of nurses to conduct scientific research, primarily through the doctor of philosophy programs. Most recently, the doctor of nursing practice degree emerged and was designed for advanced practice nurses to be clinical leaders who translate research into practice and policy. Nurses who pursue doctoral education in order to assume or maintain faculty roles must choose between these degrees if they desire a doctorate within the discipline; however, factors influencing their decisions and the intended outcomes of their choice are not clear. During this study, 548 nurses (current students or recent graduates of doctoral programs) completed a comprehensive survey to generate critical evidence about the factors influencing the choices made. Principal findings are related to the issues of time, money, and program selection. These findings can be used to develop strategies to increase enrollment and, therefore, the number of doctorally prepared faculty who are specifically prepared to excel as nursing faculty.

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Section: Preparing Future Facultymentioning

confidence: 99%

Exploring the Pursuit of Doctoral Education by Nurses Seeking or Intending to Stay in Faculty Roles

Dreifuerst

McNelis

Weaver

et al. 2016

Journal of Professional Nursing

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“…The first issue stems from educators lacking generic teaching skills. Princeton's (1992) review of a teacher crisis in nursing education in the United States noted that although clinicians were expert clinically, they lacked the knowledge of higher education and the teaching skills necessary to implement the educator role successfully in nursing schools. In New Zealand, similar research by Graham and Leach (1996) revealed that few tertiary teachers received teacher training.…”

Section: Theme 1: Feeling Unprepared To Teach Cultural Safetymentioning

confidence: 99%

“…The second issue raised by Princeton (1992) is the importance of role socialization for new staff. This study has revealed that for cultural safety educators, role socialization is extremely difficult as it is confounded by the need to formulate knowledge on a topic about which they know very little.…”

Section: Theme 1: Feeling Unprepared To Teach Cultural Safetymentioning

confidence: 99%

“…They recommend several strategies to address the issue of professional socialization, such as the appointment of a mentor to a new staff member and their inclusion in day-today practices such as meetings and social gatherings. Princeton (1992) recommends a more radical approach, however, involving the introduction of nurse educator programs. She believes that it would be more cost-effective for nursing schools to implement such programs "rather than expend human, material, and financial resources with on-thejob training which is at best a hit-and-miss solution" (p. 35).…”

Section: Theme 1: Feeling Unprepared To Teach Cultural Safetymentioning

confidence: 99%

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An Exploration of the Experiences of Cultural Safety Educators in New Zealand: An Action Research Approach

Wepa

2003

J Transcult Nurs

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This research is a study of the experiences of four cultural safety educators in nursing education in Aotearoa, New Zealand. Action research methods assisted the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action, and reflecting. The findings of the research revealed that the participants not only coped with everyday stressors of teaching but were also required to formulate knowledge for cultural safety. For the Maori participants, their stress was confounded with recruiting and retaining Maori students and macro issues such as commitment to their iwi (tribe). Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that many issues were organizational in nature and out of their control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations include the following: support for cultural safety educators to have a dialogue on a regular basis, the introduction of nurse educator programmes, paid leave provisions for educators to conduct and publish research so that a body of knowledge can be developed, and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burnout.

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