Narratives of Doctorally Prepared Nursing Faculty on Tenure Track: A Pilot Study

The process of transitioning to academia as a new faculty on tenure-track is complex. During a global nursing shortage and the rising number of nursing faculty needed, careful attention must be given to the consideration of retaining nursing faculty. The purpose of this pilot study was to explore the experiences of DNP and PhD prepared faculty on tenure-track in academia through narrative stories.

A qualitative narrative design was used to explore doctorally prepared nursing faculty experiences with tenure-track. Viewed through the lens of postmodern feminism, 19 participants shared stories related to being a professional in academia striving for tenure status.

Five themes of PhD and DNP faculty experiences on tenure-track were found: These themes existed under an umbrella storied pattern of needfulness. The interpreted themes included: (1) the ability to develop meaningful partnerships, (2) a necessity to balance responsibilities, (3) Destructive criticism is real, (4) I have value in academia, and (5) multifaceted coaching to produce achievement.

The needs among faculty on tenure-track in nursing are similar, despite the achievement of a DNP or PhD. This emphasizes the necessity of uniformity related to appreciation and utilization of faculty, regardless of terminal degree.