Transition to the tenure track for nurse faculty with young children: a case study

Recent efforts to ease the nursing shortage focus on recruiting and retaining younger faculty. The first years in a tenure-track position are especially challenging for new faculty who struggle to negotiate demands of academia along with parenting young children. These struggles may influence retent...

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Bibliographic Details
Published in:Nursing education perspectives 2012-07, Vol.33 (4), p.255-259
Main Authors: Poronsky, Cathlin B, Doering, Jennifer J, Mkandawire-Valhmu, Lucy, Rice, Elizabeth I
Format: Article
Language:English
Subjects:
Adaptation, Psychological
Adult
Career Mobility
Case studies
Child
Children & youth
College faculty
Consulting services
Content analysis
Doctoral Programs
Education, Nursing - manpower
Faculty, Nursing - organization & administration
Family
Humans
Labor shortages
Mentors
Midwestern United States
Nursing
Nursing education
Organizational Case Studies
Organizational Policy
Parenting
Parents
Recruiting
Social aspects
Social Support
Staff Development - methods
Stress (Psychology)
Student Financial Aid
Teachers
Tenure
Undergraduate Students
Womens health
Work and family
Young Children
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Summary:Recent efforts to ease the nursing shortage focus on recruiting and retaining younger faculty. The first years in a tenure-track position are especially challenging for new faculty who struggle to negotiate demands of academia along with parenting young children. These struggles may influence retention and require further exploration. A case study using qualitative content analysis was conducted on the transitioning experiences of three assistant professors of nursing, who had young children, during their first two years on tenure track at a research-intensive public university. Three main content areas emerged: adapting to the academic role, negotiating work/life demands, and benefiting from mentoring. To help ease the nurse faculty shortage, colleges and universities should strive to implement family-friendly policies and mentoring programs to retain faculty with young children.
ISSN:1536-5026
1943-4685
DOI:10.5480/1536-5026-33.4.255