男性護理教師：與招聘和留存相關的因素.pdf

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1、Learner Disclosures1 Provider Statement:Assessment Technologies Institute,LLC(ATI Nursing Education)is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Centers Commission on Accreditation Criteria for Successful Completion:To obtain credit

2、for this activity,the participants must:Attend 100%of the session Complete activity by 07/31/2023 and submit the online evaluationExpires 7/31/20232 All information included in National Nurse Educator Summit presentations is the copyrighted property of ATI or the individual presenters.You may not re

3、cord this presentation or copy and/or distribute any of the handout materials.Men as Nursing Faculty:Factors Associated with Recruitment and RetentionDr.Mark C.Hand3OBJECTIVES4 Describe 3 recruitment strategies reported by male nurse faculty.Describe 3 retention strategies reported by male nurse fac

4、ulty Identify a strategy that can be used by nursing programs to recruit male nurse faculty.According to the National Nursing Workforce Survey 2020,what is the percentage of male nurses in the workforce?A.7.6 B.8.8 C.9.4 D.12.25MALE NURSE PRACTITIONERS Bureau of Labor Statistics(2021)2013-8.2%2021 1

5、2.6%67 According to the AACN(2020)Annual Survey,the percentage of male nursing students in undergraduate programs is_ A.10.5 B.12.8 C.13.6 D.22.3 12.8%enrolled in undergraduate nursing programs 11.7%enrolled in Masters programs 10.5%enrolled in Research focused Doctorate 14.2%enrolled in Doctor of N

6、ursing Practice 8MALE NURSING FACULTY991.3%8.4%0.2%0.1%FemaleMaleTransgender,genderqueer,or gender non-binary Other/Unknown0%10%20%30%40%50%60%70%80%90%100%Faculty Census Survey 2021N=11,369Distribution of Full-time Nurse Educators by Gender,2021 Shortage of faculty in schools of nursing AACN Survey

7、 NLN Faculty Survey10HOW MANY MALE NURSING FACULTY DO YOU HAVE IN YOUR NURSING PROGRAM?11What does the Literature Say?Key factors that have been identified Work Schedule Flexibility(Top ranked factor for recruitment),Job Benefits,and Salary(Arian et al.,2018).Recruitment-Opportunity to work with stu

8、dents,help shape the future of nursing,and influence of nursing faculty(Evans,2013).12LITERATURE REVIEW Laurencelle et al.,(2017)conducted a qualitative study with 15 female faculty.Common themes were the desire to teach,shape the future of nursing,make a difference in the profession,and a flexible

9、work environment.These themes were more important than salary.13LITERATURE REVIEW Mott and Lee(2018)conducted a qualitative study to understand what attracts men to the faculty role.12 male faculty participated Attraction themes:desire to teach and shape the future of nursing,the influence of a facu

10、lty,previously working with students in the clinical setting Retention themes:flexible work schedule and benefits.14LITERATURE REVIEW15 Male nursing faculty have a limited peer group and lack of male mentors to understand practices such as promotion,tenure and securing a program of scholarship and r

11、esearch(Mott&Lee,2018).Male faculty also express concerns with interacting with female patients and female nursing students due to the“hidden thread of sexual conflicts”(Mott&Lee,2018)Male nursing faculty report that differences in communication and the manner in which men think may not be appreciat

12、ed for their diversity(Mott&Lee,2018).Identify factors related to the recruitment and retention of men in the nursing faculty role.Limited studies on male faculty in academic settings,specifically addressing what attracted them to the faculty role and what keeps them in their role.16METHODS17Multisi

13、te descriptive designMale Nurse FacultyFull-time or part-timeADN,BSN,MSN,DNP,and PhDNLN,CCNE,ACEN,AAMN242 participantsINSTRUMENT An email with the electronic survey link was sent to the deans/directors inviting their male nurse educator faculty to participate in the study Descriptive statistics ANOV

14、A 18Nurse Educator Recruitment and Retention Survey(Evans,2018)59 item survey Likert ScaleDemographic(13)Factors that attracted them to become nurse educators(14)Strategies to increase(14)Strategies to retain(18)DEMOGRAPHIC DATA Age-41-50(30%)White 86%Married-77%Full-time-80%Teach in BSN-32%&DNP/PhD

15、-31%44%Teach clinical courses Years as faculty-2-5 years(28%)Not on the tenure track-33%83%reported being satisfied with their current position19FACTORS FOR BECOMING A MALE NURSE FACULTY20Table 1.Factors for Becoming a Male Nurse Faculty Item Agree n(%)Strongly Agree n(%)Mean(SD)The opportunity to w

16、ork with students 73(30)160(66)4.60 (0.64)I believed I could help shape the nursing profession 82(34)147(61)4.53 (0.68)Nurse faculty/instructors role modeling 97(40)112(46)4.30 (0.85)I believed the role offered the flexibility I needed to meet the other obligations of my life 100(41)89(37)4.03(1.04)

17、A nurse faculty member invited or encouraged me to become a nursing educator 77(32)99(41)4.01(1.19)My nursing program actively presented a positive image of nursing education as a career 91(38)66(27)3.79(1.06)A mentor in my nursing education program encouraged me to become a nursing educator 70(29)6

18、5(27)3.62(1.28)The nursing educator track offered at my school/college 40(17)33(14)3.09(1.43)I wanted to pursue research 49(20)45(19)3.05 (1.37)I believed salary and benefits in academia would be good 67(28)20(8)2.85(1.27)I was recruited to become a nurse educator because I am a man 34(14)12(5)2.41(

19、1.26)Special loans associated with becoming a nursing educator 13(5)18(7)2.37(1.30)Scholarships in nursing education 24(10)11(5)2.34 (1.26)I was recruited to become a nurse educator because I am a minority group member 16(7)7(3)2.06(1.16)Note:No responses were neutral,disagree,or strongly disagreed

20、STRATEGIES FOR RECRUITMENT OF MALE NURSE FACULTY21Table 2.Strategies for Recruitment of Male Nurse Faculty Item Agree n(%)Strongly Agree n(%)Mean(SD)Increased faculty salaries 43(18)187(77)4.70 (0.68)A wide variety of employee benefits 76(31)142(59)4.45 (0.81)Discussions,in undergraduate and graduat

21、e school programs,about becoming nursing educators 103(43)125(52)4.44(0.67)Grants and scholarships 103(43)118(49)4.39 (0.74)Flexibility in working hours 103(43)119(49)4.39 (0.73)Flexibility in job content 105(43)118(49)4.39 (0.71)Structured mentoring 96(40)121(50)4.37 (0.77)Positive messages to the

22、public about careers in nursing education 104(43)105(43)4.24(0.85)Financial aid(loans)109(45)97(40)4.23 (0.77)Nursing programs should concentrate on attracting men 77(32)107(44)4.16 (0.91)Marketing nursing education program tracks 118(49)78(32)4.05 (0.90)Nursing programs should concentrate on attrac

23、ting minorities 78(32)93(38)4.05(0.93)Talking to junior and senior high school students about careers in nursing education 99(41)70(29)3.77(1.16)Talking to elementary school students about careers in nursing education 58(24)31(13)3.04(1.22)Note:No responses were neutral,disagree,or strongly disagree

24、d STRATEGIES FOR RETAINING MALE NURSE FACULTY22Table 3.Strategies for Retaining Male Nurse Faculty Item Agree n(%)Strongly Agree n(%)Mean SD Positive work environment 56(23)184(76)4.74 (0.49)Salaries 51(21)168(69)4.62 (0.72)Benefits 67(28)161(67)4.60(0.65)Support from administration 73(30)156(65)4.5

25、9 (0.61)Flexible working hours 73(30)156(65)4.57 (0.66)A work environment that fosters collegial working relationships 85(35)143(59)4.51(0.67)Flexible assignments 85(35)134(55)4.44 (0.72)Opportunities to stay current in their field through continuing education 115(48)108(45)4.35(0.70)Reward system f

26、or faculty excellence 87(36)124(51)4.34 (0.81)Formal mentoring programs 102(42)110(46)4.30 (0.78)Opportunities to stay current in their field through faculty development 108(45)105(43)4.29(0.76)Faculty development 106(44)107(44)4.28 (0.80)Tuition discount/reimbursement 95(39)105(43)4.24 (0.79)Opport

27、unities to network with other faculties 113(47)92(38)4.21 (0.77)Allowing faculty to have teaching as the prime mission for tenure 72(30)99(41)4.04(1.03)Internal funding and administrative support for beginning researchers 93(38)85(35)4.02(0.95)Note:No responses were neutral,disagree,or strongly disa

28、greed LIMITATIONS23The survey may not have been forwarded to male faculty and also may have been sent but not opened.Diploma or licensed practical/vocational nurse programs was not on the survey.The number of male nursing faculty in the United States is unknown THINK,PAIR AND SHARE24Identify 2-3 int

29、erventions that could be utilized to attract male nurses to the faculty role?OPEN ENDED QUESTION25“Please describe strategies that you believe would specifically attract male nurses to become nurse educators.”Employee Benefits“Salaries need to be higher to attract men to nursing faculty positions.At

30、 the time in my career where nursing education roles are likely,Im also more likely to have other leadership opportunities with higher salaries and benefits in the hospital.”“For me personally,the schedule was a huge attraction.I could focus on other goals and aspirations,like my friends and family”

31、,as well as the flexibility of the job itself,“Marketing the professions flexibility in terms of even non-traditional educated people can become quality nurses.”26Male Mentorship“Create mentoring opportunities for graduate students to work on a teaching or research project with an experienced educat

32、or so that they can experience the many facets of the role”.“Hold workshops and seminars demonstrating the role and benefits of being a nurse educator on student lives and the professions future.Promote the technical,and scientific aspects of education and classroom technologies.Current male nurse e

33、ducators can mentor and recruit other male nurses to return to school to become nurse educators”.27Advancement/Leadership Opportunities“Increasing the number of male nurse educators in administrative roles to demonstrate advancement possibilities would help to recruit more men to the profession.“I a

34、m lucky to work in a nursing school where the leadership positions include two men.We have another five men on the faculty.As the Director of the School of Nursing,I have been active in our community and visibly active at the state and national levels.These activities allow students to see men in nu

35、rsing as agents of change for improved education and care of patients”.28Reducing Stigma and Stereotype“First,we must reduce the negative stigma associated with men in nursing and teach our current nursing educators to stop using female pronouns when referring to nurses”.“Unfortunately,most nurses m

36、aintain a culture of forced social congruence that men fit into very poorly.This is depicted as a“poor fit,”but it iswithout a doubt-the influence of a closed-ranks hegemonic majority forcing out diverse voices.Gender bias tests would be off the charts in nursing,depicting men as unprofessional,unpr

37、epared,sloppy,late,etc”.29Male Nursing Image“provide advertisements that would help to change the current image of males in the nursing profession.We need to have better media presentation of who a male nurse is”.“showing more men in marketing to plant the seed of possibility”.“Awareness campaign re

38、garding any promotional opportunities,inside and outside of education,where being a nurse educator would provide an advantage”.3031 https:/ https:/ FOR NURSING EDUCATION This research could assist administrators in nursing schools with recruiting male nurses to the faculty role and retaining current

39、 faculty.Having discussions with undergraduate and graduate male nursing students was noted in this study as an important strategy to recruit males into the faculty role.Many of the participants also expressed the importance of having more male role models in the faculty role.Mentoring programs in c

40、linical and academic settings could also effectively recruit male nurses to academic positions.Establishing assistance programs for clinical nursing staff,such as tuition payment or reimbursement of educational costs,could make the faculty role more attractive to both male and female nurses.Intervie

41、wing current male faculty may assist with understanding the unique needs of why men enter nursing academia and what keeps them in their roles.32Hand,M.&Reid,A.(2022).Men in nursing academia.Nurse Educator,47(4),246-251.doi:10.1097/NNE.0000000000001150.33References34Bureau of Labor Statistics.Occupat

42、ional Outlook Handbook.2021.Registered nurses.2021.Accessed June 3,2021.https:/www.bls.gov/ooh/healthcare/registered-nurses.htm#tab-6.National League for Nursing.NLN faculty census survey of schools of nursing academic year 2018-2019.2019.Executive Summary.2019.Accessed June 4,2021.http:/www.nln.org

43、/newsroom/nursing-education-statistics/nln-faculty-census-survey-2018-2019.American Association of Colleges of Nursing.Nursing faculty shortage.2019.Accessed June 3,2021.https:/www.aacnnursing.org/News-Information/Fact-Sheets/Nursing-Faculty-Shortage.Brody AA,Farley JE,Gillespie GL,Ruppar T,Schiaven

44、ato M,Pesut DJ.Diversity dynamics:The experience of male Robert Wood Johnson Foundation nurse faculty scholars.”Nurs Outlook.2017;65(3):278-288.doi:10.1016/j.outlook.2017.02.004.Jordal K,Heggen K.Masculinity and nursing care:A narrative analysis of male students stories about care.J Nurs Educ Pract.

45、2015;15(6):409-414.doi:10.1016/j.nepr.2015.05.002.References35Mott J,Lee OD.Navigating unfamiliar waters:Men in nursing academia.J Prof Nurs 2018;34(1):42-46.http:/dx.doi.org/10.1016/j.profnurs.2017.07.005.Laurencelle FL,Scanlan JM,Brett AL.The meaning of being a nurse educator and nurse educators a

46、ttraction to academia:A phenomenological study.Nurse Educ Today.2016;39:135140.https:/doi.org/10.1016/j.nedt.2016.01.029.Evans,JD.Factors influencing recruitment and retention of nurse educators reported by current nurse faculty.J Prof Nurs.2013;29(1):1120.https:/doi.org/10.1016/j.profnurs.2012.04.0

47、12Arian M,Soleimani M,Oghazian MB.Job satisfaction and the factors affecting satisfaction in nurse educators:A systematic review.J Prof Nurs.2018;34(5):389399.https:/doi.org/10.1016/j.profnurs.2018.07.004Lo MC,Tolentino J,Fazio SB,et al.Identifying solutions to ambulatory faculty recruitment,retenti

48、on,and remuneration in graduate medical education:An AAIM position paper.Am J Med.2020;133(3):386-394.doi:10.1016/j.amjmed.2019.11.001References36Palmer TJ.Barriers to Male Faculty in Nursing Education.Dissertation.Walden University;2019.Accesses March,24,2021.https:/scholarworks.waldenu.edu/cgi/vie

49、wcontent.cgi?article=7750&context=dissertations#:text=Barriers%20to%20males%20as%20nursing,et%20al.%2C%202017Lee P,Miller MT,Kippenbrock TA,Rosen C,Emory J.College nursing faculty job satisfaction and retention:A national perspective.2017 J Prof Nurs.2017;33(4):261266.https:/doi.org/10.1016/j.profnurs.2017.01.001