Delaware Responds to this Critical Issue
Today, in the field of nursing, the words “nursing” and “shortage” have unfortunately become the new normal, replacing phrases like “fully staffed.” According to the American Association of Colleges of Nursing (AACN), “Federal authorities project a shortage of 78,610 full-time RNs in 2025 and a shortage of 63,720 full-time RNs in 2030” (AACN, 2024, p.1). Clearly, we are at a critical time in nursing!
What about the shortage of nursing faculty who are the main factor in nursing programs tasked with educating and getting new registered nurses (RNs) into the workforce? The nursing faculty shortage dates back to October 1965, when Dr. Mildred Schmidt first discussed the crisis at the Southern Regional Education Board Council on Collegiate Education for Nursing. The topic was all but forgotten until it reappeared in the early 2000s. Since then, the nursing faculty shortage has become a pressing challenge for healthcare and education systems in the U.S., significantly limiting the ability of nursing schools to graduate enough nurses to meet the increasing demand. In 2022, nursing schools reported approximately 1,800 vacant faculty positions, a key factor limiting the expansion of nursing programs (AACN, 2024). More than one-third of nursing faculty members are over the age of 60, with many expected to retire by the end of 2025, further exacerbating the shortage (AACN, 2024). Despite the growing need for nurses, 65,766 qualified applicants were turned away from nursing programs in 2023, largely due to insufficient faculty (AACN, 2024). Faculty salaries remain significantly lower than those for clinical nursing roles, with faculty often earning 20-30% less, discouraging many from entering academia (AACN, 2024).
In Delaware, the impact of the faculty shortage is even more pronounced. The Delaware Academy of Medicine/Delaware Healthcare Association, a recipient of the American Rescue Plan Act funding for healthcare workforce development, developed and distributed a survey to all nursing education programs in the state. As of December 2022, there were 135 full-time faculty positions, with 19 additional vacancies, reflecting a vacancy rate of 12.3% (Kirkpatrick, 2022). There are 222 part-time faculty positions, with 84 additional vacancies, reflecting a vacancy rate of 27.5%, and more departures are expected. These vacancy rates are well above the national nurse faculty vacancy rate of 8.8% (AACN, 2022).
Underrepresented populations in nursing faculty roles face additional barriers that further compound the shortage. Minority groups, including Indigenous peoples and people of color, remain significantly underrepresented in nursing faculty positions despite efforts to diversify the workforce. Only a small percentage of nursing faculty identify as members of these groups, limiting the ability of nursing programs to provide culturally competent education and mentorship. Addressing these disparities is crucial for fostering a more inclusive nursing workforce that reflects the diversity of the populations served.
Nursing schools are struggling to meet the demand for new nurses due to faculty shortages, which restrict enrollment despite the high number of qualified applicants. This education gap is another bottleneck in addressing the broader nursing shortage. Looking ahead, the faculty shortage is projected to persist beyond 2030. Federal estimates indicate that approximately 193,100 RN positions will need to be filled annually through 2032 to meet rising healthcare demands (Sabine & Gibbs, 2023). The demand for advanced practice nurses is also expected to grow.
There is a supply and demand issue with preparing qualified nurse educators, which in turn decreases the capacity to prepare nurses at the undergraduate and graduate levels (King et al., 2023). Delaware is addressing this dire need with several programs and collaborations across schools of nursing and clinical partners. Delaware Tech and Margaret H. Rollins School of Nursing at Beebe Healthcare have created pathways for their graduates to continue to higher levels of education through various programs throughout the state, including the University of Delaware, Delaware State University, and Wilmington University.
In 2024, the University of Delaware received approval to start a certificate program as well as an MSN in Nursing Education. The cooperative program is an innovation in education that allows a wide range of nursing education experiences for participants, including clinical/community staff-based education, simulation, undergraduate clinical and lab skills, and immersion in experiential learning at clinical/community and academic sites. This partnership model will allow for seamless transition from clinical practice to nursing education in the clinical/community setting as a staff educator or in academic educator roles.
Wilmington University is also addressing the faculty shortage through its Master of Science in Nursing Leadership (MSN) program by integrating the National League for Nursing (2023) Core Competencies into the MSN Leadership curriculum to enhance practice readiness for nurse educators. Additionally, through collaboration with practice partners, a professional development concentration is being developed to support nurse educators working within health systems, addressing their unique educational and professional needs.
Preparing the next generation of nursing faculty requires appropriate resources, including training in technology and its application in nursing education and professional practice settings. Nurses leverage technology for a variety of purposes. This technology can include electronic health or medical records, including health tracking tools, simulation-based training to enhance clinical preparedness, and virtual reality applications that incorporate case scenarios into curricula to address the needs of underserved populations. Recognizing the importance of a nursing workforce that has the knowledge, skills, and abilities to use technology is paramount. Nurse educators must also be literate in technology to educate nursing students on the use of these tools.
As technology evolves, its integration into nursing education is essential for preparing future nurses. Proficiency in emerging tools enhances clinical decision-making, improves patient outcomes, and fosters lifelong learning. By strategically incorporating technology, nurse educators can create immersive experiences that equip students for real-world challenges. This approach ensures an adaptable, competent workforce ready to deliver high-quality, patient-centered care in a digital healthcare environment.
Addressing the faculty shortage requires systemic changes in healthcare, education, and workforce retention strategies. Solutions may include increased funding for nursing programs, improved financial incentives for faculty positions, and streamlined pathways from clinical practice to academia. These efforts are crucial to preventing the nursing shortage from further impacting patient care across the country.
References
American Association of Colleges of Nursing. (2024). AACN. Nursing shortage fact sheet.https://www.aacnnursing.org/Portals/0/PDFs/Fact-Sheets/Nursing-Shortage-Factsheet.pdf
King, T.S., Anderson, C.M., & Melnyk, B.M. (2023). Meeting supply and demand for nurse educators: A novel terminal degree – the Doctor of Nursing Education (DNE). Nurse Educator, 49(2), 112-113. https://doi.org/10.1097/NNE.0000000000001562
Kirkpatrick, Q. (2022) Addressing the nursing workforce shortage crisis. Delaware Public Media. https://www.delawarepublic.org/show/the-green/2022-12-16/addressing-the-nursing-workforce-shortage-crisis
National League for Nursing. (2023). Core competencies for academic nurse educators https://www.nln.org/education/nursing-education-competencies/core-competencies-for-academic-nurse-educators
Sabine, N., & Gibbs, T. E. (2023). Unraveling healthcare shortages in Delaware and charting a course for equity and resilience. Delaware journal of public health, 9(5), 14–18. https://doi.org/10.32481/djph.2023.12.005
Schmidt, M. (1965, October 21). Obtaining and keeping faculty in an associate degree nursing program.[Paper presentation]. 5th meeting of the Southern Regional Education Board Council on Collegiate Education for Nursing, Atlanta, GA, United States.https://eric.ed.gov/?id=ED014269
