Skip to main content
Article
Licensed
Unlicensed Requires Authentication

Bridging the Gap: Clinical Practice Nursing and the Effect of Role Strain on Successful Role Transition and Intent to Stay in Academia

  • EMAIL logo
Published/Copyright: June 8, 2013
International Journal of Nursing Education Scholarship
From the journal International Journal of Nursing Education Scholarship Volume 10 Issue 1

Abstract

The shortage of registered nurses is inextricably linked to the shortage of nursing faculty which has resulted in the turning away of over 40,000 qualified students in 2010. One solution to the faculty shortage has been to recruit faculty from clinical practice. This often becomes problematic resulting in intent to leave academia within five years. Possible factors contributing to this action are role ambiguity and role strain. This study, therefore, examined role strain experienced by nursing faculty and the extent to which role strain predicted satisfaction with the role transition and intent to stay in academia. Findings revealed that role strain does exist among nursing faculty. Role ambiguity and self-assessed competency are significant predictors of role strain, and role strain is a significant predictor of satisfaction with the role transition and intent to stay. The study also looked at whether age, education, and experience affected role strain, and they were found to be poor predictors.

Keywords: role strain; nursing faculty shortage; role ambiguity; role transition

References

American Association of Colleges of Nursing. (2012). AACN Special survey on vacant faculty positions for academic year 2012–2013. http://www.aacn.nche.edu/leading-initiatives/research-data/vacancy12.pdfSearch in Google Scholar

American Association of Colleges of Nursing. (2012). Nursing faculty shortage fact sheet. http://www.aacn.nche.edu/media-relations/FacultyShortageFS.pdfSearch in Google Scholar

Beres, J. (2006). Staff development to university faculty: Reflections of a nurse educator. Nursing Forum, 41(3), 141–145.10.1111/j.1744-6198.2006.00050.xSearch in Google Scholar PubMed

Biddle, B. J. (1986). Recent developments in role theory. Annual Review of Sociology12, 67–92.10.1146/annurev.so.12.080186.000435Search in Google Scholar

Bristol, T. (2004). Nursing faculty shortage: Evaluation and proposed solutions (Unpublished paper). NurseTimes. Retrieved November 27, 2006 from http://www.nursetimes.com/resources/publications.phpSearch in Google Scholar

Chang, W. C., Pei-Fan, M., & Tsay, S. L. (2006). The experience of role transition in acute care nurse practitioners in Taiwan under the collaborative practice model. Journal of Nursing Research, 14(2), 83–92.10.1097/01.JNR.0000387566.34318.b2Search in Google Scholar

Dempsey, L. M. (2007). Role transition from clinician to educator [Electronic version]. International Journal of Nursing Education Scholarship, 4(1), 1–13.10.2202/1548-923X.1381Search in Google Scholar PubMed

Garbee, D. D., & Killacky, J. (2008). Factors influencing intent to stay in academia for nursing faculty in the southern United States of America. International Journal of Nursing Education Scholarship, 5(1), 1–15. doi:10.2202/1548-923X.145610.2202/1548-923X.1456Search in Google Scholar PubMed

Kelly, K. (2010). Is the DNP the answer to the nursing shortage? Not likely. Nursing Forum, 45(4), 266–270.10.1111/j.1744-6198.2010.00197.xSearch in Google Scholar PubMed

Mendenhall, A. M. (2007). Switching hats: Transitioning from the role of clinician to the role of researcher in social work doctoral education. Journal of Teaching in Social Work, 27(3/4), 273–290.10.1300/J067v27n03_17Search in Google Scholar

NLN Nurse Educator Shortage Fact Sheet. (2010).Search in Google Scholar

Rizzo, J. R., House, R. J., & Lirtzman, S. I. (1970). Role conflict and ambiguity in complex organizations. Administrative Science Quarterly, 15, 150–163.10.2307/2391486Search in Google Scholar

Schlossberg, N. K. (1984). Counseling adults in transition linking practice with theory. New York: Springer.Search in Google Scholar

Smith, J. K. (2007). Promoting self-awareness in nurses to improve nursing practice. Nursing Standard, 21(32), 47–52.10.7748/ns.21.32.47.s53Search in Google Scholar

Walrath, J. M., & Belcher, A. (2006). Can we thrive, despite the faculty shortage?Nursing Management, 37(4), 81–84.10.1097/00006247-200604000-00017Search in Google Scholar PubMed

Published Online: 2013-06-08

©2013 by Walter de Gruyter Berlin / Boston

Articles in the same Issue

  1. Masthead
  2. Masthead
  4. Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study
  5. Education Reforms in Nigeria: How Responsive is the Nursing Profession?
  6. Writing History: Case Study of the University of Victoria School of Nursing
  7. Fear and Loathing: Undergraduate Nursing Students’ Experiences of a Mandatory Course in Applied Statistics
  8. How does the Nurse Educator Measure Caring?
  9. Psychometric Properties of the Lasater Clinical Judgment Rubric
  10. Arts-Based Learning: Analysis of the Concept for Nursing Education
  11. Critical Service Learning in Community Health Nursing: Enhancing Access to Cardiac Health Screening
  12. Collaborative Learning Using Nursing Student Dyads in the Clinical Setting
  13. The Effect of Social Contingencies on Nursing Students’ Reactions During a Rural Clinical Placement
  14. Voices of Innovation: Building a Model for Curriculum Transformation
  15. Bridging the Gap: Clinical Practice Nursing and the Effect of Role Strain on Successful Role Transition and Intent to Stay in Academia
  16. Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond
  17. Exploring the Issue of Failure to Fail in a Nursing Program
  18. Inclusive Mosaic: Promoting Diversity in Nursing through Youth Mentorship
  19. Interactive Learning Research: Application of Cognitive Load Theory to Nursing Education
  20. The Relevance of Indigenous Knowledge for Nursing Curriculum
  21. The Value of Community-Focused Interprofessional Care in Peru for Developing Cultural Competency in Health Professions Students
  22. Female Arab-Muslim Nursing Students’ Reentry Transitions
  23. High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning
  24. Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach
  25. Nurse Educators’ Perspectives on Student Development of Reflection for Psychiatric Mental Health Nursing Practice
  26. The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators
  27. Five Years Later: Are Accelerated, Second-Degree Program Graduates Still in the Workforce?
  28. Knowledge and Perceptions of HIV/AIDS among Cameroonian Nursing Students
  29. Educating Nurses for the Twenty-First Century Abilities-Based Outcomes and Assessing Student Learning in the Context of Democratic Professionalism
  30. In Real Time: Exploring Nursing Students’ Learning during an International Experience
  31. Educating DNP Students about Critical Appraisal and Knowledge Translation
  32. 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
  33. Stress, Depression, and Anxiety among Undergraduate Nursing Students
  34. Knowing Self and Caring Through Service Learning
  35. Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty
  36. Reading Ella: Using Literary Patients to Enhance Nursing Students’ Reflective Thinking in the Classroom
  37. Accelerated Baccalaureate Nursing Students Use of Emotional Intelligence in Nursing as “Caring for a Human Being”: A Mixed Methods Grounded Theory Study
  38. Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective
  39. Simulation Education Approaches to Enhance Collaborative Healthcare: A Best Practices Review
  40. Erratum to 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
https://doi.org/10.1515/ijnes-2012-0018
Keywords for this article
role strain; nursing faculty shortage; role ambiguity; role transition

Articles in the same Issue

  1. Masthead
  2. Masthead
  4. Cultural Competence and Cultural Safety in Canadian Schools of Nursing: A Mixed Methods Study
  5. Education Reforms in Nigeria: How Responsive is the Nursing Profession?
  6. Writing History: Case Study of the University of Victoria School of Nursing
  7. Fear and Loathing: Undergraduate Nursing Students’ Experiences of a Mandatory Course in Applied Statistics
  8. How does the Nurse Educator Measure Caring?
  9. Psychometric Properties of the Lasater Clinical Judgment Rubric
  10. Arts-Based Learning: Analysis of the Concept for Nursing Education
  11. Critical Service Learning in Community Health Nursing: Enhancing Access to Cardiac Health Screening
  12. Collaborative Learning Using Nursing Student Dyads in the Clinical Setting
  13. The Effect of Social Contingencies on Nursing Students’ Reactions During a Rural Clinical Placement
  14. Voices of Innovation: Building a Model for Curriculum Transformation
  15. Bridging the Gap: Clinical Practice Nursing and the Effect of Role Strain on Successful Role Transition and Intent to Stay in Academia
  16. Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond
  17. Exploring the Issue of Failure to Fail in a Nursing Program
  18. Inclusive Mosaic: Promoting Diversity in Nursing through Youth Mentorship
  19. Interactive Learning Research: Application of Cognitive Load Theory to Nursing Education
  20. The Relevance of Indigenous Knowledge for Nursing Curriculum
  21. The Value of Community-Focused Interprofessional Care in Peru for Developing Cultural Competency in Health Professions Students
  22. Female Arab-Muslim Nursing Students’ Reentry Transitions
  23. High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning
  24. Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach
  25. Nurse Educators’ Perspectives on Student Development of Reflection for Psychiatric Mental Health Nursing Practice
  26. The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators
  27. Five Years Later: Are Accelerated, Second-Degree Program Graduates Still in the Workforce?
  28. Knowledge and Perceptions of HIV/AIDS among Cameroonian Nursing Students
  29. Educating Nurses for the Twenty-First Century Abilities-Based Outcomes and Assessing Student Learning in the Context of Democratic Professionalism
  30. In Real Time: Exploring Nursing Students’ Learning during an International Experience
  31. Educating DNP Students about Critical Appraisal and Knowledge Translation
  32. 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
  33. Stress, Depression, and Anxiety among Undergraduate Nursing Students
  34. Knowing Self and Caring Through Service Learning
  35. Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty
  36. Reading Ella: Using Literary Patients to Enhance Nursing Students’ Reflective Thinking in the Classroom
  37. Accelerated Baccalaureate Nursing Students Use of Emotional Intelligence in Nursing as “Caring for a Human Being”: A Mixed Methods Grounded Theory Study
  38. Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective
  39. Simulation Education Approaches to Enhance Collaborative Healthcare: A Best Practices Review
  40. Erratum to 5-Years Later – Have Faculty Integrated Medical Genetics into Nurse Practitioner Curriculum?
Downloaded on 21.4.2026 from https://www.degruyterbrill.com/document/doi/10.1515/ijnes-2012-0018/html
Scroll to top button