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Growing Your Own: Will Your Associate Degree Nursing Student Consider a Future Faculty Role?
Diana K Bond1, Melvin S Swanson, Carol E Winters-Thornburg
1About the Authors The authors are faculty at East Carolina University College of Nursing, Greenville, North Carolina. Diana K. Bond, PhD, RN, CNE, is an assistant professor. Melvin S. Swanson, PhD, is chief statistician and a professor. Carol E. Winters-Thornburg, PhD, RN, CNE, is a professor and director, Nursing Education Concentration. The authors are grateful to Sigma Theta Tau, Beta Nu Chapter, at East Carolina University for funding this research. For more information, contact Dr. Bond at bondd@ecu.edu.
Aim:
The purpose of the study was to determine the intent of associate degree in nursing (ADN) students to pursue a future nursing faculty role.
Background:
Nursing faculty shortages negatively affect the capacity to educate new nurses.
Method:
A prospective correlational research design was used to conduct a national survey of ADN students regarding their intent for a future nursing faculty role using constructs of social cognitive career theory.
Results:
Twenty-nine percent of participants intended to pursue a future faculty role. The statistically significant predictors of future intent were semesters completed (OR = 2.4), interest in the activities of a faculty role (OR = 2.3), encouragement from faculty (OR = 2.0), outcome expectations-advantages (OR = 1.7), and outcome expectations-disadvantages (OR = 0.7).
Conclusion:
Encouraging ADN students toward graduate education and a future faculty role and informing them of all aspects of the role, including advantages and disadvantages, may inspire ADN students toward such a role.
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