TRANSITIONto theTenure TrackforNurse FacultywithYOUNG CHILDREN:A Case Study

Abstract

Recent efforts to ease the nursing shortage focus on recruiting and retaining younger faculty. The first years in a tenure-track position are especially challenging for new faculty who struggle to negotiate demands of academia along with parenting young children. These struggles may influence retention and require further exploration. A case study using qualitative content analysis was conducted on the transitioning experiences of three assistant professors of nursing, who had young children, during their first two years on tenure track at a research-intensive public university. Three main content areas emerged: adapting to the academic role, negotiating work/life demands, and benefiting from mentoring. To help ease the nurse faculty shortage, colleges and universities should strive to implement family-friendly policies and mentoring programs to retain faculty with young children.

Postdoctoral Nurses’ Experiences With Leadership and Career Development: A Qualitative Study

“…In the third theme, “Continuous search for progression while the scientific world and clinical practice,” all the participants in our study described their search for a work–life balance as an ongoing issue, and most worked in the three areas of teaching, research, and clinical practice (Morin & Ashton, ; Steinert, Naismith, & Mann, ). Our findings are in line with those of Poronsky (), who decribed the first years in a tenure‐track position as highly challenging for early career postdoctoral nurses, who struggle with the demands of academia and parenting young children. Although the Dutch academic system has not adopted tenure‐track positions, our study also showed that even after years of experience, postdoctoral nurses still struggle with work–life balance issues.…”

“…Because of those various value systems, people may feel a constant pressure to focus on either one of the two, scientist or clinician (Coller, ). Similar to the findings of earlier studies, the postdoctoral nurses in our study also described the challenges of combining research and teaching (Al‐Nawafleh, ; Heinrich, ; Poronsky, ). While research is clearly a part of the university mission and the focus for academic advancement, the reality is that teaching constitutes the highest priority, but is of less value for academic advancement, leading to role conflict (Al‐Nawafleh, ; Segrott, ).…”

“…Postdoctoral nurses working in research are confronted with various barriers to developing their nursing science careers. Among barriers experienced are high teaching workloads, leaving limited time for research and leading to low job satisfaction, impaired work–life balance, high competition for funding, and lack of support or mentoring (Al‐Nawafleh, ; Hafsteinsdóttir, van der Zwaag, & Schuurmans, ; Heinrich, ; Poronsky, ; Rickard, ). In their qualitative study investigating experiences of postdoctoral nurses, Al‐Nawafleh () found that continuing the development of a research career depends on three interrelated elements: confidence and individual motivation of the researcher, access to mentorship and support, and a facilitating organizational and institutional context.…”

Дискурс Баланса Жизни И Труда В Академии

“…Нивелирование негативных коннотаций материнства скрывается под откладыва нием календаря рождений, планированием беременности на конец учебного года, прохождением гормонотерапии, боязни забеременеть в «неправильное» время и оказаться в роли «плохого» сотрудника [McCutcheon, Morrison, 2016;Hampson, 2018]. Основными каналами поддержки выступают материнские сообщества (как внутри академий, так и за их пределами) и социальные сети, включающие партнера, родственников, друзей [Haskins et al, 2016;Poronsky et al, 2012].…”

“…В данном контексте проблема не в том, что интеллектуальный труд посягает на частную жизнь, а в том, что актуализируется противоречие между «реальной» работой преподавателя (участие в проведении исследований, реже -преподавательская активность) и «пустым» временем (выполнение административных обязанностей, необходимость конкурировать за внешнее финансирование). Такой конфликт формирует чувство вины за отста вание от планируемого графика, повышая психологическое напряжение [Ylijoki, 2013;Poronsky et al, 2012]. Конфликт принимает наиболее острую форму среди женщин, которые сталкиваются с двойственным чувством вины: на работе, когда есть необходимость проводить время с семьей, и в семье, когда встает необходи мость заняться рабочими вопросами [Hermann et al, 2014].…”