An exploration of factors that impact role strain among undergraduate clinical instructors teaching in Wisconsin nursing programs

Abstract

<p>The United States is in the midst of a nursing faculty shortage, particularly those that provide clinical instruction. Clinical instructors play an integral role in undergraduate nursing education by bridging the gap between theoretical knowledge and nursing practice; this position is also the most difficult to recruit for and retain. The factors negatively impacting faculty retention are complex, but research finds that role strain is a prominent reason for job dissatisfaction and a contributor to faculty attrition.</p> <p>This study utilized a mixed methods approach to explore role strain among undergraduate clinical instructors teaching in Wisconsin nursing programs. Of particular interest was the impact of nurse faculty practice on the degree of role strain experienced. Participants were also invited to discuss activities they undertook to relieve role strain. The sample (n=37) was comprised of undergraduate clinical instructors employed by one of four BSN-degree conferring institutions in Wisconsin, all located in an urban setting. Fifty-one percent of participants engaged in nurse faculty practice.</p> <p>Results indicated that clinical instructors experienced varying degrees of role strain and that nurse faculty practice did not reduce role strain, although practicing instructors felt more competent. Role strain was lessened when instructors practiced at the same facility where they taught clinical. Collegial support was a key factor that relieved role strain. Academic institutions were recommended to develop mechanisms for providing collegial support to instructors and to support nurse faculty practice by forming academic-practice partnerships with health care organizations. Doing so may reduce clinical instructor role strain and attrition.</p>