First Advisor

Karen J. Haley

Term of Graduation

Spring 2025

Date of Publication

5-1-2025

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education

Department

Educational Leadership and Policy

Language

English

Subjects

academic nursing faculty, agency, constructivism, faculty shortage, self-efficacy

Physical Description

1 online resource (ix, 136 pages)

Abstract

There is a long-standing shortage of academic nursing faculty. This shortage limits the ability of nursing colleges to expand student enrollment, creating a barrier to addressing the nation’s need for well-trained nurses. Despite decades of targeted interventions, the faculty shortage remains a pressing challenge for nursing education and the broader healthcare system. This qualitative study examined the lived experiences of academic nursing faculty navigating dynamic educational and healthcare landscapes. Drawing on semi-structured interviews with 12 full-time, doctorally-prepared faculty members with at least six years of experience, the study explored how participants responded to rapid technological advancements, increasing diversity, the long-term impacts of the COVID-19 pandemic, and the ongoing faculty shortage. Using a constructivist lens, the analysis revealed four key themes: timing is everything, exercising agency, responding to disruptors, and reimagining the future. The findings, grounded in the theoretical frameworks of self-efficacy and agency, highlight the complex interplay between traditional pathways to academic roles, faculty role performance, and external influences shaping their professional lives. Participants described leveraging creativity and adaptability to balance evolving educational demands and shifting expectations. Their persistence was driven by a dynamic process of self-belief in their ability to succeed and proactive efforts to shape their professional trajectories. Mentorship and professional development emerged as critical supports, reinforcing their self-efficacy and agency. This study provides valuable insights into how academic nursing faculty persist and thrive, offering actionable recommendations for faculty, institutional leaders, and policymakers to address the long-term faculty shortage and enhance the sustainability of the academic nursing workforce.

Rights

© 2025 Lisa R. Scott

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/43873

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