Faculty advising in nursing education: necessary evil or opportunity for excellence?
Understanding the components of faculty workload is critical to recruitment and retention of nurse educators and to success and sustainability of nursing education programs. The role of faculty advisors has been linked to student retention and success in nursing undergraduate education. Despite the importance of academic advising, there is a paucity of research examining the impact of advising on the workload of nurse educators. When faculty roles, such as academic advising, are ostensibly valued by the institution and result in higher levels of student success, but are unrecognized and unrewarded as part of the workload formula, faculty stress and burnout can result. Recommendations for faculty advising are offered, based on current evidence regarding the importance of faculty advising and the impact of advising on the workload of nurse educators. Implications for redefining nursing faculty workload formulas are discussed.
Diaz Swearingen
Connie
C
University of Wyoming, USA. connieds@uwyo.edu
Hayes
Janice
J
D002055:Burnout, Professional / Q000517:prevention & control*; D002983:Clinical Competence; D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration; D005181:Faculty, Nursing / Q000458:organization & administration* / Q000600:supply & distribution; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007400:Interprofessional Relations; D024802:Nurse's Role; D015402:Nursing Education Research; D011361:Professional Competence; D014481:United States; D016526:Workload