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RN-to-BSN Students' Intent to Become Faculty: A Multisite Study.

Diana K Bond1, Annette I Peery, Yolanda M VanRiel

  • 1Author Affiliations: Clinical Associate Professor Emerita (Dr Bond), Associate Professor and Associate Dean for Academic Affairs (Dr Peery), Professor Emerita and Past Director of MSN Nursing Education Concentration (Dr Winters-Thornburg), and Professor and Chief Statistician (Dr Swanson), College of Nursing, East Carolina University, Greenville; Associate Professor and MSN Nursing Education Concentration Program Coordinator (Dr VanRiel), College of Nursing, University of North Carolina-Greensboro; Associate Professor (Dr Gazza), School of Nursing, University of North Carolina-Wilmington; and Associate Professor and Director of Institute for Educational Excellence (Dr Phillips), Duke University School of Nursing, Durham, North Carolina.

Nurse Educator
|September 10, 2019
PubMed
Summary

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This summary is machine-generated.

Many Registered Nurse to Bachelor of Science in Nursing (RN-to-BSN) students are interested in nursing faculty roles. Encouraging these students can help address the nursing faculty shortage.

Area of Science:

  • Nursing Education
  • Healthcare Workforce Development

Background:

  • The nursing faculty shortage is a critical issue, directly impacting the overall number of practicing nurses.
  • Addressing this shortage requires understanding the pipeline of future nursing educators.

Purpose of the Study:

  • To determine the intent of Registered Nurse to Bachelor of Science in Nursing (RN-to-BSN) students to pursue a future nurse faculty role.
  • To compare characteristics of students with high versus low intent to become nurse faculty.

Main Methods:

  • A multisite, multimethod study was conducted.
  • Data were collected from 137 RN-to-BSN students using five instruments, including an online survey.

Main Results:

  • Twenty percent of RN-to-BSN students surveyed expressed intent to pursue a faculty role.

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  • Students with high intent reported greater self-efficacy and interest in faculty activities.
  • Few high-intent students (only 6) had received encouragement to consider faculty careers.

    • Conclusions:

    • RN-to-BSN students show potential receptiveness to pursuing nursing faculty careers.
    • Proactive encouragement is crucial to convert student interest into faculty role commitment.