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In this interview, the president and CEO of the American Association of Colleges of Nursing discusses the ongoing nursing faculty shortage, potential improvements for colleges, and the significant impact of nurse educators.
Andrew Hibel, HigherEdJobs: In 2021, your association released the new AACN Essentials, which outlines core competencies needed for the nursing workforce of the future. What prompted this new format for the educational framework, and what are its key takeaways?
Deborah Trautman, PhD, RN, FAAN, President and Chief Executive Officer, American Association of Colleges of Nursing: The AACN frequently revises its competency expectations for nursing program graduates through a consensus-building approach that begins with an environmental assessment. In the latest revision of the Essentials, we found widespread confusion regarding the various degree pathways in nursing, discrepancies among similar programs, and inconsistencies in the competencies of new graduates. Collaborating closely with practice partners confirmed the urgent need for more practice-ready nurses, necessitating a revamp of nursing education. A new competency-based model aims to standardize outcomes, clarify program expectations, and facilitate smoother transitions between education programs and career paths.
Hibel: Following the COVID-19 pandemic, what lessons can we apply to enhance nurse education, and are there different strategies nursing faculty should implement to prepare future nurses for public health emergencies?
Trautman: The pandemic highlighted the essential role of nurse educators in safeguarding public health and responding to emergencies. Faculty quickly adapted curriculums to ensure student safety in clinical settings and employed innovative teaching methods to maintain the production of proficient nurses. This experience underscored the need for enhanced disaster response training, educational technology integration, and continuity planning in nursing education.
Throughout the pandemic, we worked to enhance the 2021 Essentials, focusing specifically on competencies related to disaster preparedness and emergency response. One of the 10 Domains of practice in the Essentials is Population Health, which emphasizes equipping nurses to protect the public during health crises and encouraging involvement in systemic planning and community outreach.
Hibel: The nursing faculty shortage is a persistent issue. Given that faculty compensation often does not measure up to clinical positions, what solutions exist for incentivizing faculty careers in colleges and universities?
Trautman: Nursing institutions acknowledge the necessity of improving faculty salaries to attract and retain educators. One common strategy is forming joint appointments with clinical partners, pooling resources for compensation between the nursing school and the clinical institution. Data from the AACN reflects that salary tends to increase with educational attainment, with professors holding doctoral degrees often earning six-figure salaries. However, while salary plays a critical role, it is just one facet of career satisfaction. Nurse educators report high satisfaction levels, often citing student interactions and witnessing the growth of future nurses as rewarding aspects of the profession. Additional perks include access to cutting-edge research, collaboration opportunities with healthcare professionals, and a stimulating, flexible work environment.
Hibel: A 2021 AACN report identified “insufficient funds to hire new faculty” as a primary reason for inadequate staffing in nursing education programs. Could you elaborate on this challenge and potential strategies for overcoming it?
Trautman: Many colleges and universities have experienced budget cuts in recent years due to factors such as declining enrollment. These reductions directly impact nursing schools, hindering their ability to expand and meet student demand. However, with consistent interest from prospective students, there is an opportunity to advocate for increased funding, as nursing programs often drive enrollment in other areas of the university, including sciences and liberal arts. We encourage schools to be clear about the broader health benefits their programs provide to the campus and local communities, showcasing their value through clinical placements and outreach efforts.
Hibel: In light of the ongoing shortage in both nursing faculty and clinical nurses, how can existing nurse faculty maintain a positive outlook?
Trautman: Emphasizing the vital roles that educators play and the “joy of teaching” many express is crucial for sustaining a positive perspective. Whether teaching in academic settings or clinical environments, nurse educators are responsible for preparing and mentoring future healthcare providers and leaders. Their contributions are essential to strengthening the nursing workforce and enhancing patient outcomes, making this profession worthy of dedication and effort.
Hibel: Beyond faculty and clinical staffing shortages, what are the primary challenges facing nurse educators today?
Trautman: Nurse educators are tasked with cultivating a highly competent nursing workforce in an ever-evolving healthcare environment. Faculty are dedicated to reimagining traditional educational methods and exploring ways to utilize the latest research and technology effectively. Current priorities include fostering inclusive learning environments that address diverse student needs, adapting programs to benefit from competency-based education, and promoting lifelong learning among nursing professionals.
Hibel: What excites you the most about the future of nursing education?
Trautman: The rapid evolution of the healthcare delivery system offers new chances for nurses to take on leadership roles and drive change. Nursing education programs must adapt to better equip future nurses with necessary clinical, technological, and leadership skills across various care settings.
The implementation of the new AACN Essentials represents a bold initiative to transform nursing education. This journey has just begun, and the AACN is eager to lead the charge, enhancing the professional identity of nurses while clarifying what distinguishes graduates of baccalaureate, master’s, and DNP programs.
Central to the Essentials are new expectations aimed at addressing critical healthcare needs, such as equitable care and responsiveness to social determinants of health. Transitioning to the new Essentials presents an ideal opportunity for academic and practice leaders to collaborate in creating innovative clinical experiences that bolster competency development. Together, we can forge new paths and co-create the future of nursing education and practice.
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