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Background: The nursing faculty shortage in the United States presents a challenge to maintaining a robust healthcare workforce. Meaningful recognition (MR) is an evidence-based practice that improved nurse burnout (BO) in the clinical setting. There is limited literature on its impact on nurse faculty., Purpose: Three colleges of nursing implemented The DAISY Diseases Attacking the Immune SYstem Award for Extraordinary Nursing Faculty as an MR program to improve compassion satisfaction (CS) and BO among nursing faculty., Methods: This project employed a pre- and post-survey design to assess changes in faculty CS, BO, and secondary traumatic stress using the ProQOL Professional Quality of Life version 5., Discussion: The results suggest that while the implementation of MR programs did not significantly alter these metrics, the faculty maintained stable levels of CS despite the stressful COVID-19 pandemic., Conclusion: Additional research is needed to explore the potential for MR to mitigate faculty BO., Competing Interests: Declaration of Competing Interest The authors declare no conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

• During the vaccine rollout in February 2021, > 87% of nursing students and faculty at a large medical academic center reported they were fairly or completely confident that the vaccine was safe and that it would effectively mitigate their risk • This represented a 52.6% decrease in vaccine hesitancy from 6 months prior to the survey and was due to access to increased vaccine research, vaccine education, and watching others successfully get the vaccine. • However, 22% of those who reported they intended to receive the vaccine also reported moderate to high concern about its side-effects and/or long-term efficacy • To encourage confidence in the vaccine, academic policies should promote infectious disease prevention throughout their programs of study with a focus on up-to-date and rigorous research on Covid-19. • We additionally recommend student testimonials from those who have gotten the vaccine, outreach to nursing student organizations, and targeted campaigns to all undergraduate students as another way to encourage vaccine uptake. Little is known about nursing faculty and nursing student's confidence or potential hesitancy to receive the Covid-19 vaccine once it was available. An anonymous electronic survey of nursing students and faculty was conducted at a large academic center in the eastern U.S. Both students and faculty reported they were fairly or completely confident that the vaccine was safe (n = 235, 89.4%) and that it would effectively mitigate their risk (n = 230, 87.5%). There was a 52.6% decrease in vaccine hesitancy from 6 months prior (p <.01); 22% (n = 58) of those currently willing to receive the vaccine reported moderate to high concern about its side-effects and/or long-term efficacy. Access to vaccine research, vaccine education, and watching others be inoculated, had mitigated their concerns from the previous six months. While both nursing students and faculty reported having high confidence in the efficacy and safety of the Covid-19 vaccine, concerns remained. [ABSTRACT FROM AUTHOR]

• Mid-career nurse scientists in academia face many challenges that can lead to burnout and exiting the profession. • Mid-career nurse scientists are moderately satisfied with most aspects of their role. • Nurse scientists report wanting more time for research, mentoring opportunities and interdisciplinary work. • Mid-career nurse scientists felt most supported by their colleagues and university, least supported by their Associate Deans for Research. • Opportunities for collaboration, access to mentors and specific funding for mid-career nurse scientists were top identified needs. • Without focused support and funding, mid-career nurse scientists may be unable to continue sustaining programs of research and decide to leave academe or nursing. Mid-career nurse scientists in academia face many challenges that can lead to burnout and exiting the profession. Finding ways to increase satisfaction and support will help retain these critical faculty in research positions. Describe areas of satisfaction and challenges to success in the faculty role for mid-career nurse scientists in academia. Cross-sectional, descriptive. A total of 65 self-identified mid-career nurse scientists completed an online survey. Mid-career nurse scientists were most satisfied with their role at their organization, least satisfied with time for research and opportunities to receive mentoring. They felt moderately supported by colleagues and deans, least supported by their ADR. Differences in satisfaction among nurse scientists in different levels of research institutions were noted. Challenges to success in mid-career nurse scientists exist. Loss of nurse scientists at mid-career threatens to undermine the knowledge base of the individuals who mentor the next generation of scientists. The discipline must support mid-career scientists in their efforts to be successful in research. [ABSTRACT FROM AUTHOR]

• Mid-career nurse scientists in academia experience work dissatisfaction and intent to leave scientific careers. • Favorable workplace factors include joy from teaching and satisfaction with research activities. • Factors leading to dissatisfaction include insufficient research support, heavy workload, excessive administrative responsibilities, and ineffective research mentoring. • Strategies to enhance career success, particularly at mid-career, include provision of release time for research activities, formal infrastructure to support research, and targeted, effective mentoring by senior scientists. • The findings have implications for university policy to support nurse scientists particularly at mid-career and implications for research in nonacademic nurse scientists. A qualitative study was designed to explore facilitators and barriers to success from the perspectives of self-identified mid-career nurse scientists. Data were collected from 84 respondents using open-ended items as part of an electronic survey of self-identified mid-career nurse scientists who were members of regional nursing research societies. Two main themes emerged: "Perceived Realities" and "What's Needed to Achieve Career Success." Mid-career nurse scientists experience both joy from teaching and research roles and dissatisfaction with research support; difficulty balancing heavy teaching workload, administrative responsibilities, and research, and ineffective mentoring. Based on the challenges in their environment, respondents identified numerous ways to enhance career success including (1) increasing or enhancing release time for research activities, (2) formal infrastructure to support research activities, and (3) targeted, effective mentoring by senior scientists. [ABSTRACT FROM AUTHOR]

• Faculty provided a mean of 516 and 180 total hours mentoring each PhD and DNP student on their scholarly work, respectively. • Forty percent of faculty received no workload credit for chairing student doctoral committees. • Only 20-25% of faculty reported receiving formal training for the mentoring role. • Faculty retirement trends, increasing number of doctoral nursing students, and the duration of the BSN-DNP program are projected to increase mentoring demands. • Guidelines for the quality of DNP projects and the quantity of students mentored by individual faculty should be established. Doctor of Nursing Practice (DNP) programs in the US have grown exponentially, outnumbering Doctor of Philosophy (PhD) in Nursing programs. Faculty are mentoring increasing numbers of students on DNP projects or PhD dissertations. This descriptive study explored faculty characteristics and examined support, engagement, and outcomes of American Association of Colleges of Nursing member nursing faculty mentoring student DNP projects or PhD dissertations. A researcher-developed survey tool was emailed to 550 Deans and Program Directors of AACN doctoral programs for distribution to their doctoral faculty. Survey data were analyzed using descriptive statistics. 177 DNP and 53 PhD (N=230) program surveys were completed. Faculty described challenges in the mentoring role including: time constraints, workload allocation, resources, faculty role preparation, student readiness, and variability in student outcomes. Additional dialogue and consensus is required to promote mentoring of students in nursing doctoral programs to ensure rigor of scholarly outcomes. [ABSTRACT FROM AUTHOR]

Practice-based scholarship (PBS) is critical for advancing nursing science, and for changing and saving lives. The purpose of this paper is to share two major initiatives implemented at a Midwest College of Nursing (CON) to improve support for PBS. The CON's Office of Research and Scholarship and Office of Faculty Practice were strategically redesigned to integrate and support practice scholarship across the CON. We share this example as a call to action and blueprint for other schools interested in elevating and advancing PBS. • Practice-based scholarship (PBS) requires organizational structural support. • Evidence-based practice is validated through PBS. • PBS substantiates policy change. [ABSTRACT FROM AUTHOR]

• Broker new and existing resources at the institutional level to enhance research capacity. • Leadership, infrastructure, recruitment and selection of faculty are key college level strategies to expand the research enterprise. • Faculty development, training and mentoring are essential within the college to boost research productivity. Maintaining a productive research enterprise within a college of nursing is multifaceted and complex. It is especially challenging when a college's mission transitions to address other priorities, and later attempts to re-emerge in the competitive funding environment and re-establish a productive research portfolio. To describe how a college is rebuilding the research enterprise to meet the established research mission after a decade of marginal research productivity. Targeted multi-level strategies at the university, college, and individual levels are being implemented to enhance the research infrastructure and faculty capacity to increase research productivity. In the past five years, compared to the previous five years, annual faculty publications have doubled, annual extramural funding per tenure track faculty increased by 72%, and the College's average extramural sponsored award funding per year increased 118%. National Institutes for Research rankings moved from no ranking (2013) to top 31 (2017). Early results are positive and efforts to maintain and further grow the research enterprise will require sustained effort to meet ongoing challenges. [ABSTRACT FROM AUTHOR]

• Supportive academic environments encourage and promote nurse-scientists. • NINR is one of the lowest funded institutes of the 27 NIH Institutes and Centers. • Nursing faculty may experience degrees of academic gender and classism bias. • Tenure and promotion requirements need appropriate nursing disciplinary guidelines. Academic nursing research is at a critical impasse after the great retirement and resignation during COVID-19. Sustaining and replenishing senior nurse-scientist faculty that are clinical experts with real-world clinical practice is critical. Leveraging the mission of nursing scholarship within the business of building and sustaining externally funded research enterprises in schools of nursing presents conundrums, especially with persistent nursing faculty vacancies. Through a lens of intersectionality within the context of academic bias and nursing education regulation, we address challenges in NIH funding for nurse-scientist faculty. Publicly available data reveal equity, inclusion, and advancement issues that make it an unequal playing field for nurse-scientist faculty if expected to achieve similar NIH funding as faculty in schools of public health and medicine. Understanding research enterprises requires appreciation of the complex interplay between academic nursing units, university infrastructures, and academic budgetary models. Creative support for both nursing deans and their faculty is needed. [ABSTRACT FROM AUTHOR]

Background The rise in undergraduate enrollment of African-American students has not translated into more African-American faculty members, although they could mentor minority students and promote an ethos that encourages their academic success. Discrimination against African-American faculty members continues, which could lessen their presence. Purpose This study explored the narratives of 23 African-American faculty members to determine if race still matters in nursing. Methods A narrative approach grounded in social constructionism and critical race theory was used to illustrate the journey of African-American faculty into and throughout academia and to reveal factors related to decisions to enter and remain in academia. Discussion Most of the participants stated that they faced racial discrimination that tested their resilience and reinforced their commitment to the academy. Conclusion Intentional actions and open discourse could strengthen institutional commitments to racial diversity and facilitate the recruitment and retention of racially diverse nursing faculties. [ABSTRACT FROM AUTHOR]

Background Schools of nursing spend considerable time and finances pursuing federal research funding, yet the costs of such efforts are unknown. Purpose The purpose of this study was to determine the time and costs to a school of nursing to prepare a National Institutes of Health grant application. Method We prospectively recorded time and calculated costs in grant preparation undertaken by principal investigators and research administrators in one school of nursing. Results Principal investigators' time ranged from 69.8 to 162.3 hr, research administrators' time ranged from 33.9 to 56.4 hr, and costs ranged from $4,784 to $13,512 per grant. With funding rates of 5% to 15%, costs for one funded R01 would be $72,460 to $270,240. Discussion Grant writing activities represent a major time commitment to faculty and staff and costs to the school. To maximize potential for success, schools of nursing must provide costly resources to support its grant writing enterprise. Conclusions Less costly and more efficient models of attaining research funding are needed for the sustainability of the nursing profession. [ABSTRACT FROM AUTHOR]

The Institute of Medicine, responding to a national health care crisis and related nursing labor force concerns, has called for an increase in the proportion of registered nurses with baccalaureate or higher degrees to 80% and a doubling of the number of nurses with doctorates by 2020. Simultaneously, large numbers of senior faculty are starting to retire, whereas the movement of doctorally prepared nurses into academia is insufficient to replace them. Issues associated with the efforts of nursing programs to increase their capacity to respond to the Institute of Medicine's recommendations, particularly the effect on scholarly productivity among nursing faculty in doctoral programs, are examined in this article. Creative strategies for promoting scholarly productivity among doctoral program faculty are identified., (Copyright © 2014 Elsevier Inc. All rights reserved.)