Abstract
The nursing profession faces a complex workforce crisis marked by a persistent nursing shortage, early career attrition, and a growing number of nurses nearing retirement (Auerbach et al., 2022). This is compounded by a shortage of nurse educators, which limits the ability to train future nurses (Fang et al., 2020). With fewer nurse educators available, replenishing the nursing workforce becomes increasingly difficult.
From 2020-2024, the top issues affecting academic nurse educator vacancies included noncompetitive salaries, difficulty finding educators with the right specialty mix, and a limited pool of doctorally prepared nurse educators (Harvey et al., 2025). Doctoral degrees are highly sought by nursing program administrators as that terminal degree represent advanced knowledge and professional development (AACN, 2020; Fang et al. 2020; King at al., 2020). This research transforms discovery into action by revealing the challenges and growth of doctorally prepared nurse educators. It informs strategies to strengthen educator development, address workforce shortages, and advance nursing education which align directly with the conference theme of shaping the future of nursing through research and professional advancement.
Using a descriptive phenomenological approach, 12 doctorally prepared nurse educators were interviewed through semi-structured, open-ended questions. Colaizzi's analysis revealed four emergent themes. Acclimating to role involved a description of post-doctoral transitions including new duties, institutional priorities, and workplace dynamics. Achieving and pushing forward reflected persistence in teaching and scholarship, while noting challenges like unclear expectations, pressure to publish, and limited research time. Leading with a mild case of imposter syndrome captured the dissonance surrounding doctoral identify and role expectations. Connecting and feeling supported emphasized mentorship, collaboration, and leadership.
This original research highlights the complexity of role transition and the need for targeted professional development, clearer role expectations, and supportive infrastructures for doctorally prepared nurse educators. This research underscores the importance of advancing nurse educator preparation and retention strategies to sustain the nursing workforce and strengthen the future of nursing education.
Notes
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References:
American Association of Colleges of Nursing. (2020). Fact sheet: The doctor of nursing practice (DNP). https://www.aacnnursing.org/Portals/42/News/Factsheets/DNP-Factsheet.pdf
Auerbach, D.I., Buerhaus, P.I., Donelan, K. & Staiger, D.O. (2022). A worrisome drop in the number of young nurses. Retrieved from https://www.healthaffairs.org/content/forefront/worrisome-drop-number-young-nurses
Fang, D., Keyt, J., McFadden, T. (2020). Special survey on vacant faculty positions for academic year 2020-2021. AACN. [PowerPoint slides]. https://www.aacnnursing.org/Portals/42/
News/Surveys-Data/2020-Faculty-Vacancy-Report.pdf
Havey, N., Keyt, J., & Byrne, C. (2024). Survey on vacant faculty positions for academic year 2024-2025. AACN. [PowerPoint slides]. https://www.aacnnursing.org/Portals/0/PDFs/Reports/Faculty-Vacancy-Report-2024.pdf
King, T. S., Melnyk, B. M., O’Brien, T., Bowles, W., Schubert, C., Fletcher, L., & Anderson, C. M. (2020). Doctoral degree preferences for nurse educators: Findings from a national study. Nurse Educator, 45, 144-149. https://doi.org/10.1097/NNE.0000000000000730
Sigma Membership
Beta Phi at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Faculty Development, Mentoring and Coaching, Workforce, Life Experiences, Doctorally Prepared Nurses, Nurse Educators, Nurse Educators--Psychosocial Factors, Nursing Shortage
Recommended Citation
Smith, Misty Dawn, "The Lived Work Experiences of Doctorally Prepared Nurse Educators" (2026). International Nursing Research Congress (INRC). 171.
https://www.sigmarepository.org/inrc/2026/presentations_2026/171
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-20
The Lived Work Experiences of Doctorally Prepared Nurse Educators
Toronto, Ontario, Canada
The nursing profession faces a complex workforce crisis marked by a persistent nursing shortage, early career attrition, and a growing number of nurses nearing retirement (Auerbach et al., 2022). This is compounded by a shortage of nurse educators, which limits the ability to train future nurses (Fang et al., 2020). With fewer nurse educators available, replenishing the nursing workforce becomes increasingly difficult.
From 2020-2024, the top issues affecting academic nurse educator vacancies included noncompetitive salaries, difficulty finding educators with the right specialty mix, and a limited pool of doctorally prepared nurse educators (Harvey et al., 2025). Doctoral degrees are highly sought by nursing program administrators as that terminal degree represent advanced knowledge and professional development (AACN, 2020; Fang et al. 2020; King at al., 2020). This research transforms discovery into action by revealing the challenges and growth of doctorally prepared nurse educators. It informs strategies to strengthen educator development, address workforce shortages, and advance nursing education which align directly with the conference theme of shaping the future of nursing through research and professional advancement.
Using a descriptive phenomenological approach, 12 doctorally prepared nurse educators were interviewed through semi-structured, open-ended questions. Colaizzi's analysis revealed four emergent themes. Acclimating to role involved a description of post-doctoral transitions including new duties, institutional priorities, and workplace dynamics. Achieving and pushing forward reflected persistence in teaching and scholarship, while noting challenges like unclear expectations, pressure to publish, and limited research time. Leading with a mild case of imposter syndrome captured the dissonance surrounding doctoral identify and role expectations. Connecting and feeling supported emphasized mentorship, collaboration, and leadership.
This original research highlights the complexity of role transition and the need for targeted professional development, clearer role expectations, and supportive infrastructures for doctorally prepared nurse educators. This research underscores the importance of advancing nurse educator preparation and retention strategies to sustain the nursing workforce and strengthen the future of nursing education.
Description
This phenomenological study involved an exploration of the lived experiences of 12 doctorally prepared nurse educators amid a nursing workforce shortage. Interviews revealed themes of role acclimatation, achievement, imposter syndrome, and support. Findings highlight challenges in transitioning to academic and underscore the need for stronger preparation, mentorship, and retention strategies to sustain nursing education and build the nursing workforce.