National League for Nursing

About: National League for Nursing is a other organization based out in Washington D.C., District of Columbia, United States. It is known for research contribution in the topics: Nurse education & Health care. The organization has 72 authors who have published 121 publications receiving 13109 citations. The organization is also known as: NLN.

Compensation for Nurse Educators: Findings from the NLN/Carnegie National Survey with Implications for Recruitment and Retention

Abstract: HEADLINES FROM THE NLN IN THE MAY/JUNE 2007 ISSUE OF NURSING EDUCATION PERSPECTIVES OFFERED A GENERAL PREVIEW OF THE NLN-CARNEGIE STUDY FINDINGS. This column takes a closer look at the key topic of salary. Here we examine both the normative rate of compensation among nurse educators and how that compensation compares to the earnings of faculty in other academic specialties. We also look at pay among graduate-prepared RNs working in nonacademic fields. Finally, we discuss the ramifications of prevailing wage rates for recruitment and retention of nurse faculty in the context of the looming nurse faculty shortage. * This article specifically examines the salaries of full-time faculty and excludes those whose position title was department, program, or administrative chair at the time of the survey. Six different types of income data were collected: 1) basic salary from the respondent's primary academic institution (PAI), that is, where that person had the majority of teaching, advisement, and leadership responsibilities during the Z003-Z006 academic year in a prelicensure RN or graduate-level nursing program; 2) additional wages from the PAI; 3 ) income from other educational institutions; 4) income from consulting; 3) income from other jobs; and 6) nonsalary income. What Respondents Earned In 2005-2006, respondents earned on average $55,499 in basic salary and $5,453 in additional wages from their primary academic institution. As indicated by Figure 1, while respondents garnered on average more than three quarters (78 percent) of their personal earnings from their PAI, nurse educators also had significant earnings from external employment. On average, respondents earned an additional 7 percent in income from nonacademic employers, an additional 5 percent in earnings from secondary academic jobs, and 3 percent from consulting work. Combined, these additional jobs augment nurse educator salaries by 23 percent, or an average of $11,534 annually. While overall averages provide a glimpse of the "big picture" of nurse faculty compensation, examining salary differences among educators employed at different ranks, across diverse program types, and in a variety of institutional settings provides a more nuanced view of the earnings landscape. Faculty who teach exclusively in prelicensure programs earn average basic salaries that are 5 percent below the overall mean for full-time nurse educators. Inversely, those teaching in a mix of graduate and prelicensure settings see a significant salary benefit, with additional average earnings of $10,000 per year over their prelicensure counterparts. And those who teach exclusively at the graduate level see a dramatic earnings benefit, with basic compensation rates rising 27 percent over average levels. (See Figure 2.) As Figure 3 illustrates, base salaries at private and public institutions follow two distinct patterns. At public institutions, nurse faculty salaries are highly correlated with the preponderance of graduate degrees awarded by the institution. At 5 percent below the national average, two-year colleges (as defined by the Carnegie classification scheme; see www.carnegiefoundation.org for details) offer the lowest base salaries. With each incremental increase in Carnegie classification level, nurse educator salaries at public institutions rise on average 5 percent. Thus, colleges offering a master's degree pay on average 4 percent above average salary rates, and institutions offering a doctorate pay almost 10 percent more than the national mean. By contrast, base salaries at private institutions cluster into two broad-based categories. Private undergraduate institutions - with little distinction between associate degree and baccalaureate colleges - offer annual base salaries that are close to the US average. Private graduate colleges, whether master's or doctoralgranting, offer a sizable salary premium of about 13 percent over the national mean pay rate. …

More findings from the NLN/Carnegie National Survey: how nurse educators spend their time.

Abstract: THIS ARTICLE CONTINUES OUR PRESENTATION of key findings from the NLN/Carnegie Foundation Survey: Nurse Educators: Compensation, Workload, and Teaching Practices. In the introduction to this series (May/June 2007), we touched on the issue of nurse educator workload. This article focuses specifically on the workload of full-time nurse educators in nonadministrative positions teaching in either prelicensure RN or graduate-level RN programs. While school was in session during the 2005-2006 academic year, respondents reported working, on average, 53.3 hours per week. Those work hours were reduced during vacation and break periods to just under 25 hours per week. One of the most immediately striking aspects of nurse educator workload is its homogeneity. For instance, given the steep learning curve associated with teacher training, one might expect a sharp reduction in overall work hours as faculty gain experience. However, this study finds that even faculty who had taught nursing for more than 30 years had workloads that were statistically indistinguishable from those of novices. (see Figure 1.) One notable, albeit not dramatic, exception to the consistency in workload levels is found among respondents with tenure. While tenured educators--like their untenured counterparts--reported working 53 hours per week during the school year, their workload falls below the average during break periods. When school is not in session, tenured faculty reported working 15 percent less than those without tenure--or an average of 22 hours per week. In general, faculty who teach exclusively in prelicensure RN programs have slightly lighter workloads than those who teach only at the graduate level and those who teach at both levels (52 hours per week during school periods/24 hours during breaks). However, these figures are weighted downward considerably by the presence within that category of faculty who teach only prelicensure students within community college and Carnegie-classified "master's college" settings--an intersection of attributes that produces notably lighter schedules, particularly during break periods. [FIGURE 1 OMITTED] Workload In and Outside the Primary Academic Institution A nontrivial percentage (9 percent) of survey respondents reported having more than one paid job. In an effort to gauge the full complexity of faculty members' obligations, respondents were asked to distinguish between time spent on tasks performed as part of their commitment to their primary academic institution (PAI)--the institution where they had the majority of teaching, advisement, and leadership responsibilities in a prelicensure RN or graduate-level nursing program--versus professional activities undertaken outside that institution. Overall, more than 62 percent of respondents reported doing some work in settings outside their PAL Moreover, the amount of time devoted to such work is significant--on average, seven hours per week during the school year and more than 10 hours per week during break periods. While as a fraction of total workload the amount of time devoted to work outside the PAI--13 percent during the school year--may appear minor, the percentage jumps considerably during break periods. During breaks, the number of hours faculty spend on tasks outside their obligations to their PAI increases to comprise 40 percent of the non-school-year workload. How Nurse Educators Spend Their Time Not surprisingly, teaching is the single most time-intensive activity undertaken by nurse educators during the school year, comprising more than 46 percent of work hours. With an additional 20 percent of work hours devoted to clinical student supervision, and 9 percent spent advising and mentoring students, fully three quarters of all faculty work hours are devoted to activities that involve direct student contact during the academic year. …

Quality Care for Older Adults: The NLN Advancing Care Excellence for Seniors (ACES) Project

Abstract: There is a significant need to improve the amount and quality of gerontological nursing content in pre-licensure nursing programs in the United States The National League for Nursing's Advancing Care Excellence for Seniors (ACES) project is designed to enhance gerontological nursing content in all pre-licensure nursing programs Nurse educators can use the ACES framework to engage nursing students in studying the care of older adults through innovative and unique teaching/learning strategies, such as unfolding cases and simulation The ACES framework, which includes the ACES Essential Knowledge Domains and Nursing Actions, is designed to enhance gerontological nursing content in pre-licensure nursing programs without adding additional content to curricula Use of the ACES framework in pre-licensure nursing programs will help promote quality care of older adults in a variety of settings

Defining the professional responsibilities of academic nurse educators: The results of a national practice analysis.

Abstract: In February 2005, the National League for Nursing's Academic Nurse Educator Certification Program and its testing service partner, Applied Measurement Professionals, Inc. (AMP), conducted a study designed to determine the professional practice responsibilities of academic nurse educators. The results of this national practice analysis, reported here, provided the initial information required to ensure the development of a practice-related, content-valid certification examination for academic nurse educators.