Faculty Success Coordinator: Critical Support for Novice Faculty

Purpose: Successful transition from practice to academia can be challenging for nurses and is critical for job satisfaction and retention. Nursing faculty are retiring in ever-increasing numbers requiring Schools of Nursing to welcome qualified novice faculty. Although appreciative of those committed to filling the void left by retiring faculty, successful transition from practice to academia can be challenging for nurses and is critical for job satisfaction and retention. The question was asked “What can be done to support and retain new faculty and prevent their return to practice due to lack of satisfaction in their role?” The purpose of this study was to describe individual and employment factors that attracted nurses to nursing education and the factors that permit them to remain in nursing education.

Methods: This descriptive study consisted of an online survey that was administered to individual participants, from a Midatlantic School of Nursing, through email using Qualtrics. Participants were asked to provide answers to a series of 42 questions related to their overall mentoring experience as well as the incorporation of a Faculty Success Coordinator (FSC).

Results: (n=22). Seventy-five percent of new faculty felt that the FSC assisted in answering questions about the faculty role during their orientation. Eighty-five percent believed that all their questions about on-boarding paperwork were answered. One hundred percent stated that they received a personal faculty mentor, in addition to the FSC, during their first semester of work. Seventy-five percent stated that the FSC provided adequate explanation about their midyear review. Overall, 75% of new faculty felt that their on-boarding and orientation experience was very positive, and 79% were satisfied with their current nurse educator position

Conclusion: Creating the role of the Faculty Success Coordinator has led to improving new faculty’s job satisfaction through mentoring. In addition, individual and aggregate professional development and career advisement has improved due to the FSC, leading to an increase in scholarship and research as well as promotion and tenure.