مقاله انگلیسی رایگان در مورد رضایت شغلی کارکنان دانشکده پرستاری و مامایی (الزویر)

The struggle continues in higher education to achieve and maintain a faculty with the recommended academic and experiential qualifications needed for delivery of nursing programs. The increasing faculty vacancies are directly impacting the supply of nurses available for the workforce (Derby-Davis, 2014). In 2011, the Institute of Medicine (IOM) added a sense of urgency to the struggle to recruit faculty by calling for an increase in baccalaureate and graduate prepared nurses by 2020. To meet this call, even more faculty is required to educate the future workforce at all levels of academic education.

Multiple factors are contributing to these faculty vacancies include (a) age; (b) retirement; (c) compensation; (d) lack of funding for positions; (e) lack of qualified applicants; (f) workload (AACN, 2012). Adding to the pressure, accrediting bodies such as the Accreditation Commission for Education in Nursing (ACEN), the Commission on Nursing Education Accreditation (CNEA) and the Commission on Collegiate Nursing Education (CCNE) require faculty to meet stated standards to receive initial and continuing recognition for delivering a quality program of nursing. In the most recent CCNE document, faculty are expected to be sufficient in number to accomplish the mission, goals and expected program outcomes and, academically and experientially prepared for the areas in which they teach (Commission on Collegiate Nursing Education, 2013, p. 11). Without accreditation, student enrollments can drop impacting available resources to impair an institution’s ability to attract qualified faculty.