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Tower M, Muir R, Zimmerman PA, Carter AG, Maude R, Hollaway K, Geia L, Massey D, Elder E. Should I stay or should I go? Nursing and midwifery academics intention to stay in or leave academia: A scoping review. NURSE EDUCATION TODAY 2024; 142:106352. [PMID: 39191088 DOI: 10.1016/j.nedt.2024.106352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2024] [Revised: 07/30/2024] [Accepted: 08/12/2024] [Indexed: 08/29/2024]
Abstract
BACKGROUND There is a chronic lack of appropriately qualified nurses and midwives being attracted into and remaining in the academic workforce. Reasons for this are not well understood but have been linked to stressful work environments related to balancing multiple roles in sometimes unsupportive environments, resulting in overload and demoralisation. AIM To illuminate factors associated with nursing and midwifery academics' intention to remain in academia and factors associated with intention to leave. DESIGN A scoping review was undertaken to provide a comprehensive and broad analysis of the related literature. This was guided by Arksey and O'Malley. A search strategy was developed using a combination of keywords and subject headings and adapted for four electronic databases to search for papers published between 2013 and 2024. METHODS The review included five steps: (i) identifying the question, (ii) identifying relevant studies, (iii) study selection, (iv) data charting, (v) collating, summarising, and reporting the results. Covidence systematic review software was used. Quality appraisal was undertaken using the Mixed Methods Assessment Tool (MMAT). RESULTS A total of 2870 papers were identified, 23 were included in the review. Retaining academics includes addressing issues related to promotion positive work environments such teamwork, professional relationships, supporting older academics, and professional development. Preventing attrition includes addressing emotional exhaustion and burnout, and ensuring academics feel valued and are recognised. Notably, there was a lack of research related to the Indigenous nursing and midwifery academic workforce. CONCLUSION Given the predicted workforce shortages it is imperative for nursing education providers to develop strategies to promote healthy work environments and career pathways, and identify how to develop strong leadership in an ageing nursing and midwifery academic workforce. Importantly, the lack of research related to the Indigenous academic workforce is concerning and must be a priority area for focus.
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Affiliation(s)
- Marion Tower
- School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia.
| | - Rachel Muir
- School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, 4111, Australia; Department of Emergency Medicine, Gold Coast Health, Gold Coast, Queensland, 4111, Australia; Florence Nightingale Faculty of Nursing Midwifery and Palliative Care, Kings College London, UK.
| | - Peta-Anne Zimmerman
- School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, 4111, Australia; Infection Control Department, Gold Coast Health, Gold Coast, 4111, Queensland, Australia.
| | - Amanda G Carter
- School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia.
| | - Robyn Maude
- School of Nursing, Midwifery, and Health Practice, Faculty of Health, Te Herenga Waka Victoria University of Wellington, 6140, New Zealand.
| | - Kathy Hollaway
- School of Nursing, Midwifery, and Health Practice, Faculty of Health, Te Herenga Waka Victoria University of Wellington, 6140, New Zealand.
| | - Lynore Geia
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, 6027 Perth, WA, Australia.
| | - Debbie Massey
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, 6027 Perth, WA, Australia.
| | - Elizabeth Elder
- School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, 4111, Australia; Department of Emergency Medicine, Gold Coast Health, Gold Coast, Queensland, 4111, Australia; Centre for Work, Organisation and Wellbeing, Griffith University, Gold Coast, Queensland, 4111, Australia.
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Birnbaum S. The everyday phenomenology of bedside insight: Response to Paley's critique of phenomenological research in nursing. Nurs Inq 2024:e12657. [PMID: 39031007 DOI: 10.1111/nin.12657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2024] [Revised: 06/19/2024] [Accepted: 06/20/2024] [Indexed: 07/22/2024]
Abstract
The quality of phenomenological research in nursing has been a subject of long-standing debate and critique, but conversation took a particularly contentious turn following publication of John Paley's 2017 Phenomenology as Qualitative Research (Routledge), which elicited strong reactions. Faculty in nursing doctoral programs now face a challenge: in light of current controversies, what can we teach that is appropriately labeled phenomenological, and is there a way to present philosophical concepts that might equip students to avoid the most egregious mistakes of the past? In this article, I suggest that ordinary clinical nursing practice is an inherently phenomenological enterprise, and creative bedside insights belong at the center of our teaching, as they embody an everyday phenomenology which exemplifies core elements of the phenomenological method. Instead of following ever-more-precisely elaborated instructional manuals, I propose, our students should begin their studies of phenomenology by returning attention to the way creative insight emerges during routine care. Bedside insights have been rendered invisible by our discipline's valuing of technical proceduralism over artistry in research and by the turn to evidence-based practice in clinical work, but they are a valuable pathway to learning and should be part of our response to the current crisis.
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Affiliation(s)
- Shira Birnbaum
- Division of Nursing Science, Rutgers University School of Nursing, Newark, New Jersey, USA
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Krouse AM, Patterson BJ, Morin KH. Assessment of Nurse Educator Leadership: Instrument Development and Psychometric Analysis. Nurs Educ Perspect 2024; 45:208-212. [PMID: 38602380 DOI: 10.1097/01.nep.0000000000001259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/12/2024]
Abstract
AIM Study purposes were to 1) establish the relevance and clarity of a new instrument, the Leadership in Nursing Education (LNE©) for nurse educators, and 2) provide evidence to support the reliability and validity of the LNE. BACKGROUND The future of nursing education is dependent upon the leadership of nurse faculty. Competency development requires self-assessment to engage in meaningful pathways for leadership development. METHOD A Delphi study was conducted with 50 nurse faculty leaders to determine the content validity of the LNE. The final instrument was then sent to nurse faculty across the United States to assess its psychometric properties. RESULTS The LNE was determined to be a reliable instrument for the population tested. Three distinct subscales emerged from the exploratory factor analysis: strategic, relational, and authentic. CONCLUSION The LNE fills a gap in nurse educator leadership assessment and provides evidence to support the instrument's reliability and validity.
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Affiliation(s)
- Anne M Krouse
- About the Authors Anne M. Krouse, PhD, MBA, RN, is dean, Widener University School of Nursing, Chester, Pennsylvania. Barbara J. Patterson PhD, RN, ANEF, FAAN, is director, PhD Program, professor, and associate dean for scholarship and inquiry, Widener University School of Nursing. Karen H. Morin, PhD, RN, ANEF, FAAN, is professor emerita, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, and visiting professor, Teacher's College, Columbia University, New York, New York. Dr. Patterson, editor of Nursing Education Perspectives, had no role in the peer review or acceptance of this article. For more information, contact Dr. Krouse at
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McKenna HP, Thompson DR. Nursing research: On the brink of a slippery slope. Int J Nurs Stud 2024; 153:104721. [PMID: 38431995 DOI: 10.1016/j.ijnurstu.2024.104721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2024] [Accepted: 02/08/2024] [Indexed: 03/05/2024]
Affiliation(s)
- Hugh P McKenna
- School of Nursing, Ulster University, Magee, Co Derry, UK.
| | - David R Thompson
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
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Welch VA. A Descriptive Study Examining the Correlation of Emotional Intelligence and Leadership Styles to Conflict Management Styles of Nursing School Administrators. Nurs Educ Perspect 2024; 45:87-92. [PMID: 37796302 DOI: 10.1097/01.nep.0000000000001198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/06/2023]
Abstract
AIM This study aimed to identify if a correlation exists among trait emotional intelligence (EI), leadership styles, and conflict management styles used by nurse education administrators. BACKGROUND Nursing is fraught with incivility, bullying, and increasing physical aggression. Conflict surrounds nurses at every level. EI and leadership styles in nursing have been addressed. Few studies were found that addressed conflict management by nurse education administrators. METHOD A quantitative nonexperimental correlational design using discriminant analysis was used in this study. RESULTS Trait EI factors of emotionality and sociability correlated with conflict management styles. Leadership styles and conflict management styles were situational; management styles of integrating and compromising were underused in conflict situations. CONCLUSION Nurse education administrators are in a position to become disruptive innovators in changing the nursing culture. The increased use of conflict management styles of integrating and compromising can help address incivility and bullying.
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Affiliation(s)
- Vicki A Welch
- About the Author Vicki A. Welch, PhD, RN, CNE, is assistant professor and MSN program coordinator, Utah Tech University, St. George, Utah. This article is based on her doctoral dissertation completed in 2022. For more information, contact Dr. Welch at or
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Clark AM, Thompson DR. Nursing's leadership illusion? Time for more inclusive, credible and clearer conceptions of leadership and leaders. J Adv Nurs 2023; 79:e1-e3. [PMID: 36353758 DOI: 10.1111/jan.15490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Accepted: 10/28/2022] [Indexed: 11/11/2022]
Affiliation(s)
- Alexander M Clark
- Faculty of Health Disciplines, Athabasca University, Athabasca, Canada
| | - David R Thompson
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
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Timmins F, Thompson DR, Watson R. Is the nursing faculty keeping up or slowly drowning? J Adv Nurs 2022; 78:e80-e81. [PMID: 35285983 DOI: 10.1111/jan.15205] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Accepted: 02/22/2022] [Indexed: 11/28/2022]
Affiliation(s)
- Fiona Timmins
- School of Nursing, Midwifery & Health Systems, University College Dublin, Dublin, Ireland
| | - David R Thompson
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
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Habitus, social capital, leadership, and reflection: insights for early career nurse academics. Collegian 2022. [DOI: 10.1016/j.colegn.2022.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Ryder M, Connolly M, Kitson AL, Thompson DR, Timmins F. A critical discussion regarding the scholarly development of the nursing profession - A call to action. NURSE EDUCATION TODAY 2022; 110:105249. [PMID: 35042122 DOI: 10.1016/j.nedt.2021.105249] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 11/21/2021] [Accepted: 12/09/2021] [Indexed: 06/14/2023]
Affiliation(s)
- Mary Ryder
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland.
| | - Michael Connolly
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland; Education & Research Centre, Our Lady's Hospice & Care Services, Harold's Cross, Dublin, Ireland
| | - Alison L Kitson
- College of Nursing and Health Sciences, Flinders University, Adelaide, Australia; Caring Futures Institute, Flinders University, Adelaide, Australia
| | - David R Thompson
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
| | - Fiona Timmins
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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Frazer K, Timmins F, Thompson DR. The hand that rocks the cradle-professional generosity in nursing academia. J Adv Nurs 2022; 78:e77-e79. [PMID: 35128710 DOI: 10.1111/jan.15148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Accepted: 12/17/2021] [Indexed: 11/28/2022]
Affiliation(s)
- Kate Frazer
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Fiona Timmins
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - David R Thompson
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
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Connolly M, Ryder M, Timmins F. Why do we eat our own young? A response to Thompson and Watson, 2021. Nurse Educ Pract 2022; 59:103295. [DOI: 10.1016/j.nepr.2022.103295] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Accepted: 01/12/2022] [Indexed: 11/26/2022]
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Thompson DR, Watson R. Why do some senior nurses appear to disown their nursing heritage? Nurse Educ Pract 2021; 57:103257. [PMID: 34814075 DOI: 10.1016/j.nepr.2021.103257] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Racine L, Vandenberg H. A philosophical analysis of anti-intellectualism in nursing: Newman's view of a university education. Nurs Philos 2021; 22:e12361. [PMID: 34157208 DOI: 10.1111/nup.12361] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Revised: 05/07/2021] [Accepted: 06/04/2021] [Indexed: 11/29/2022]
Abstract
Canadian and international nursing educators are increasingly concerned with the quality of university nursing education. Contemporary nursing education is fraught by a growing anti-intellectualism coupled with the dominance of neoliberalism and corporate university business culture. Amid these challenges, nursing schools must prepare nurses to provide care in an era compounded by social and health inequities. The purpose of this paper was to explore the philosophical and contextual factors influencing anti-intellectualism in nursing education. We use John Henry Newman's view of the purpose of a university education as a heuristic perspective to examine anti-intellectualism in nursing. We contend that the ideological worship of technological advances, a culture of consumerism, quality improvement and risk management, the primacy of doing over thinking, competency-based curricula and business models rooted in neoliberal financial policies reinforce anti-intellectualism in nursing. Anti-intellectualism is a complex issue to address within the corporate university culture. We propose multiple strategies at the disciplinary, university and sociopolitical levels to decrease anti-intellectualism. Counteracting anti-intellectualism requires critical thinking, praxis and emancipation. Nurses should critically examine this anti-intellectual trend as it limits the advancement of the discipline and marginalizes its contributions within the academy. If nurses do not address this challenge, the survival of nursing as an academic discipline may be jeopardized.
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Affiliation(s)
- Louise Racine
- College of Nursing, University of Saskatchewan, Saskatoon, SK, Canada
| | - Helen Vandenberg
- College of Nursing, University of Saskatchewan, Saskatoon, SK, Canada
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