Nurse Education Today 123 (2023) 105725

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Nurse Education Today

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Research article

Motivators for nurse educators to persist in their profession: A

phenomenological research study
Virginia Cuellar Tufano a, *, E.J. Summers b, Barbara Covington a
a
St. David's School of Nursing, Texas State University, Round Rock, TX, United States of America
b
College of Education, Texas State University, San Marcos, TX, United States of America

A R T I C L E I N F O A B S T R A C T

Keywords: Background: Nursing education has increasing challenges for recruiting and retaining nurse educators. Qualita­
Nursing faculty tively understanding nurse educators' motivators to persist within the field assisted in understanding nursing
Extrinsic motivators education practices that retained participants.
Intrinsic motivators
Objectives: This study explored nurse educators' motivators to uncover factors that influenced their decisions to
Work-life balance
persist in the profession.
Persistence
Faculty retentio Design: Phenomenological qualitative study.
Settings: Participants worked in one of three purposefully selected universities–two in the midwestern and one in
the southwestern United States.
Participants: Nurse educators (n = 16) who were teaching in nursing academic settings, had taught in academia
for at least five concurrent years, and planned to continue teaching in nursing. All participants had worked as
nurses in clinical settings prior to becoming nurse educators.
Methods: This qualitative study followed Moustakas' (1994) phenomenological methodology, utilizing criterion
sampling, semi-structured interviews, and verbatim transcription. Analyses included open coding, theming, and
horizontalization. Researchers established methodological rigor through data saturation, audit trails, confirm­
ability audits, dependability audits, emic and etic triangulations, epoche, member checking, inquiry audit,
negative case analysis, prolonged engagement with data, reflexivity, and thick descriptions.
Results: Findings included intrinsic and extrinsic motivators comprising participants' persistence in the profes­
sional field of nursing education. Sub-aspects of intrinsic motivators included love of teaching, desire to learn
more, satisfaction from professional service, and seeking professional challenges. Sub-aspects of extrinsic mo­
tivators included flexibility and professional advancement/opportunities.
Conclusions: Participants experienced more intrinsic than extrinsic motivators regarding their persistence in the
profession. Nurse educators were attracted to and remained in academia when academic settings provided them
with the opportunity to advance their formal education.

1. Introduction Association of Colleges of Nursing (AACN, 2020) found that >80,000

qualified student applicants were turned away from nursing programs in
As the demand for healthcare increases worldwide, the need for the United States due to insufficient faculty numbers to expand these
professional registered nurses continues to grow (Litton et al., 2020; programs. In a survey on vacant faculty positions, the AACN reported a
Saville et al., 2021). The ability to fulfill the demand for nurses is total nursing faculty vacancy of 8 % (AACN, 2021).
dependent on increasing the number of nurse educators to educate The World Health Organization (WHO) predicts there will be a
future nurses (Nowell et al., 2021; Owens, 2017; Ulmen, 2019). Faculty global shortage of 5.7 million nurses by 2030. To fill this gap, the WHO
shortages at nursing schools limit the capacity to admit more qualified predicts that global healthcare will need an average increase of 10 % of
students into schools of nursing (Aragon et al., 2020; Boamah et al., nursing graduates per year (WHO, 2020). Although the WHO recom­
2021; Daw et al., 2018; Gazza, 2019). A report from the American mends increasing enrollment in schools of nursing, there are simply not

* Corresponding author at: St. David's School of Nursing, Texas State University, 100 Bobcat Way, Round Rock, TX 78665, United States of America.
E-mail address: [email protected] (V.C. Tufano).

https://doi.org/10.1016/j.nedt.2023.105725
Received 28 September 2022; Received in revised form 20 December 2022; Accepted 18 January 2023
Available online 27 January 2023
0260-6917/© 2023 Elsevier Ltd. All rights reserved.
V.C. Tufano et al. Nurse Education Today 123 (2023) 105725

enough nurse educators, at present, to meet this need (Boamah et al., that negatively impact their intent to stay in academia are often related
2021). Researchers such as Boamah et al., warn of this growing cri­ to experiencing a lack of work-life balance (Tufano and Covington,
sis—the dearth of nurse educators worldwide. 2021). In a study on work-life balance in nurse educators, Owens (2017)
In addition, as the number of practicing nurses decreases, there are found that living with heavy workloads and high expectations associ­
fewer nurses available to transition to academic nurse educators. This ated with teaching, service, and scholarship are significant contributors
has perpetuated a cycle of nursing shortages (Bagley et al., 2018). to a disruption in nurse educators' work-life balance. This results in the
Strategies to recruit and retain nurse educators are essential to dissatisfaction often expressed by nurse educators, thus contributing to
increasing the number needed to prepare the future generations of the faculty shortage. Owens concluded that until faculty numbers are
professional nurses. Nevertheless, an understanding of the factors improved, shortages will continue to negatively impact work-life bal­
associated with nurse educator retention is lacking. Because of the ance through heavy teaching workloads.
growing shortage of nurse educators, this qualitative study investigated
factors that motivate nurse educators to persist in nursing education. 2.3. Succession and retirement

2. Background/literature review One of the most significant factors contributing to the nurse educator
shortage is an aging workforce (Evans, 2018; Fang and Kesten, 2017).
An extensive review of several nursing databases (CINAHL Ultimate, Many have postponed retirement and the percentage of nursing faculty
MEDLINE Complete, ProQuest Nursing, and PsycINFO) was conducted aged 60 and older has more than doubled since 2006. The researchers
applying a combination of key words/concepts related to the purpose of concluded from this increase in working age that many faculty will retire
the study. Search terms were chosen to capture the largest number of soon, leaving less experienced faculty to mentor, guide, and support the
studies, mostly between 2015 and 2022. These included: ‘nursing fac­ next generation of nurse educators. As expert faculty leave academia
ulty’, ‘nurse educator shortage’, ‘nurse educator retention’, ‘nursing and there are fewer novice faculty to fill roles, the void for faculty to
academia’, ‘nurse educator motivators’, and ‘global nursing shortage’. teach future generations of nurses will increase (Fang and Kesten, 2017).
Based upon the results, the researchers organized the in-depth review of
the academic literature into six seminal categories undergirding nurse 2.4. Salaries and benefits
educator persistence: (1) intrinsic motivators, (2) extrinsic motivators,
(3) succession and retirement, (4) mentoring novice faculty, (5) salaries Higher salaries and often better benefits offered in clinical nursing
and benefits, and (6) role transition into nursing education. Self- practice are important factors driving reduced attractiveness to nursing
determination theory maintains that understanding human motivation faculty positions. The AACN (2021) found that higher salaries and
requires an understanding of goal-related behavior that meets the innate increased benefits are luring potential and current nurse educators away
psychological needs for competence, autonomy, and relatedness. This from academia and back to clinical practice. Additionally, there exists an
theory distinguishes between intrinsic (emotional) and extrinsic (envi­ increasing number of attractive employment options in nursing within
ronmental) motivators based on the reasons or goals that give rise to an clinical settings (Clochesy et al., 2019). To increase the number of
action (Ryan and Deci, 2000). This study investigated the two types of qualified nurse educators, nursing schools need to be more competitive
motivators for persistence in nurse educators through the lens of self- to practice settings by making concerted efforts to attract novice faculty
determination theory. and develop their willingness to remain in academic areas.

2.1. Nurse educators' intrinsic motivators 2.5. Mentoring novice faculty

Self-determination theory defines intrinsic motivation as “doing Nurse educators have historically fluctuated between practice and
something because it is inherently interesting or enjoyable” (Ryan and academia (Bagley et al., 2018). In addition to compensation and bene­
Deci, 2000, p. 55). While an abundance of literature on professional fits, other issues affecting the persistence of nursing faculty include lack
intrinsic motivators exists, there remains an absence of substantive of mentoring and support in new roles, role strain related to scholarship
research on intrinsic motivators within nursing education and how they and service expectations, heavy teaching workloads, and lack of effec­
relate to nurse educators' professional persistence in the field. A quali­ tive faculty orientation and development (Bagley et al., 2018; Jeffers
tative study by Tufano (2010) on nurse educator characteristics and Mariani, 2017). Persistence barriers related to academic culture
concluded that “service to the profession” and “personal satisfaction” include unsupportive institutional leadership and expectations for
were found to be the most important attributes influencing the desire to scholarship, service, and teaching. Nurse educators often experience
remain in the profession. Tufano et al. (2021) identified twelve quan­ culture shock as they learn to navigate their teaching roles alongside the
titative instruments that measure intrinsic motivators in the workplace. other numerous institutional obligations. In counterbalance, mentoring
All twelve instruments identified an interrelationship between intrinsic from experienced colleagues helps develop confidence and competence
motivators in the workplace and remaining in the job. A study by Gui in new nurse educator roles (Bagley et al., 2018).
et al. (2014) concluded that the extent to which a person identifies with
the job leads to a greater sense of commitment and personal motivation. 2.6. Role transition into nursing education
The researchers concluded from the literature that intrinsically moti­
vated nurse educators were primarily satisfied by the personal enjoy­ Efforts to increase the number of nurse educators have traditionally
ment, interest, and challenges of their role and not by external pressures focused on recruiting clinical experts into faculty roles. Nurses who hold
or rewards. advanced practice and advanced degrees without a focus on education
are often recruited to teach in academic nursing. Many have extensive
2.2. Nurse educators' extrinsic motivators knowledge as clinicians, but little-to-no academic experience (Bagley
et al., 2018; Fang and Kesten, 2017; Jeffers and Mariani, 2017). Role
Self-determination theory refers to extrinsic motivation as “doing transition into academia often proves overwhelming for even seasoned
something because it leads to a separable outcome” (Ryan and Deci, clinical nurses. They are prepared in content knowledge but often lack
2000, p. 55). Extrinsic motivators reported by nurse educators as posi­ pedagogical knowledge (Clochesy et al., 2019). In addition to teaching
tively contributing to remaining in an academic role include favorable workload, nursing faculty are often given additional responsibilities of
personal and family work policies, collaboration, tenure clarity, support, scholarly expectations, committee work, and student advising. These
and departmental engagement (Lee et al., 2017). Extrinsic motivators additions lead to workload stress and role strain for expert clinicians

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transitioning into novice nurse educator roles, resulting in job dissatis­ identified as contributing to their persistence within the profession. To
faction (Jeffers and Mariani, 2017; Lee et al., 2017). Wang and Liesveld determine strategies for retaining faculty, researchers asked the
(2015) found that job satisfaction is a key determinant in long-term following question: which aspects of teaching in nursing are instru­
persistence of nursing faculty. mental in motivating nurses to enter and remain in nursing academia?
The literature provides ample explanations of why nurse educators An understanding of these motivators could help develop strategies to
leave their roles and return to clinical areas. However, there exists a recruit and retain nurse educators.
significant gap regarding factors that influence faculty to enter and
remain in nurse educator roles. Strategies to recruit and retain nurse 5. Methods
educators are crucial in maintaining and increasing the nursing work­
force. Persistence of nurse educators may be facilitated by identifying This study utilized descriptive phenomenological research to un­
which emotional (intrinsic motivators) and environmental (extrinsic cover the essence of participants' lived experiences and gain insight
motivators) characteristics these educators identify as having contrib­ around their actions and motivations. Phenomenological approaches in
uted to their decision to remain in the faculty role. nursing research (Allen, 1995; Burnard, 1991; Crotty, 1996; Frechette
et al., 2020; Oerther, 2020; Todres and Wheeler, 2001) and nursing
3. Theoretical frameworks research utilizing in-depth interviews (Barriball and While, 1994; May,
1991; Sorrell and Redmond, 1995; Thomas, 2020; Thorne et al., 1997;
This study fused the theories of Motivation-Hygiene with Self- Tuckett, 2005) have long-standing support of interactively constructed
Determination arriving at a unified theoretical framework. Both the­ subjective understandings of actions from participants' points of view.
ories describe motivation factors that undergird this study. Descriptive phenomenological approaches provide ways of systemati­
cally learning about nursing education phenomena, like the ones in this
3.1. Motivation-Hygiene Theory study, that are typically difficult to observe or measure (Wilding and
Whiteford, 2005).
Herzberg's et al. (1959) Motivation-Hygiene Theory maintains that Phenomenology is deeply rooted within nursing and nursing edu­
employee satisfaction has two dimensions: motivation (satisfiers) and cation research. Wilding and Whiteford (2005) attested that “qualitative
hygiene (dissatisfiers). These factors act independently of each other. research has been embraced as the paradigm of choice in many instances
According to Herzberg, motivating factors are primarily intrinsic job because it is more closely aligned with the traditional epistemologies of
elements that lead to satisfaction such as achievement, recognition, the health professionals, captures the storied or narrative nature of health-
nature of the work itself, responsibility, advancement, and growth. related phenomena through time, and illuminates the contextual
Hygiene factors are extrinsic elements of professional environments dimension of health, wellness, and occupational engagement” (p. 98).
including company policy, relationships with peers/subordinates, Thus, individual interviews centered on probing participants' contex­
working conditions, relationships with supervisors, salary, benefits, and tualized interactions and understandings were highly appropriate for
job security. Hygiene factors can lead to dissatisfaction with the work if this study. This descriptive phenomenological approach allowed the
not managed. researchers to understand the subjective experience of participants and
One of the implications of Herzberg's theory is that the opposite of uncover seminal aspects that describe the phenomenon of persistence
satisfaction is not dissatisfaction. Proper management of hygiene factors within the field of nursing education. In line with phenomenology, the
(dissatisfiers) can prevent employee dissatisfaction, but they do not researchers sought to understand (1) noema, or what participants
serve as sources of satisfaction or motivation. Herzberg concluded that if experienced, and (2) noesis, how participants experienced the phe­
people are truly satisfied with their work, it is because of intrinsic nomena (Moustakas, 1994).
motivation factors. Berent and Anderko (2011) used Herzberg's theory
to conclude that nursing schools that manage hygiene factors (dissat­ 5.1. Participants
isfiers) attracted nurses to the teaching profession. However, the extent
to which nurse educators remain in postsecondary education is pri­ This phenomenological study included a sample of 16 participants
marily attributed to intrinsic motivation factors (satisfiers). While many derived from two-tiered, criterion-based sampling among three field
studies rely upon Herzberg's theory for analysis of nurse educators' sites—two universities in the Midwest and one in the Southwest United
professional retention, Berent and Anderko highlighted “the importance States. In tier one, researchers sampled the field site population for
of Herzberg's motivation factors in influencing the decision to stay in potential participants who met inclusion criteria for participation: (a)
academia” (p. 206). currently teaching in nursing academic settings, (b) taught in academia
for at least five concurrent years, and (c) planned to continue teaching in
3.2. Self-Determination Theory nursing. A total of 24 nurse educators were identified as meeting the
inclusion criteria. In tier two, sampling researchers ranked eligible
In Self-Determination Theory (Ryan and Deci, 2000), the different participants by criteria and contacted them in ranked order via email to
types of motivators (extrinsic versus intrinsic) are distinguished based invite participation. Researchers set interview appointments and
on the different goals or reasons that motivate action. The researchers engaged the informed consent process. Interviews continued until data
inferred from this theory that if nurse educators are intrinsically moti­ repetition occurred, indicating saturation was reached. Researchers
vated in their role expectations, they are moved by those factors that concurred that saturation was reached at participant 16. Sixteen par­
provide internal pleasure with the work (i.e., the enjoyment, interest, ticipants fell within the recommended range of 5 to 25 participants to
and challenges of their teaching roles). However, extrinsic motivators establish rigor and adhere to ongoing methodological norms (Bartho­
(pressures or rewards) can be self-endorsed with attitudes of willingness lomew et al., 2021).
that reflect inner acceptance or value of the task. All participants were women. This was not reflective of the inclusion
criteria, but instead likely reflective of the representative gender dis­
4. Purpose tribution of the population. Participants' ages ranged from 43 to 73
years. Twelve participants were age 50 or older. Years of nursing
For nursing education to replenish its workforce and meet future experience ranged between 12 and 51 years, while years of experience
needs, it is essential to understand elements that motivate current nurse as nurse educators ranged between 9 and 47 years. Eleven participants
educators to remain in the profession. The purpose of this study was to had a doctoral degree, five had master's degrees. All participants had
determine the intrinsic and extrinsic motivators that nurse educators worked as clinical nurses prior to becoming nurse educators and came

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from several nursing specialties. Every participant addressed clinical literature. The goal was to increase both rigor and transparency, as well
experiences during the interviews that resulted in an academic career as to allow for replicability of qualitative methodological processes.
change. Thirteen educators identified as White, one as South Asian/In­ Analyses included open coding, theming, and horizontalization.
dian American, one as Hispanic/Latina, and one as African American. Researchers hand coded verbatim quotes, triangulated data in ongoing
Table 1 provides a complete listing of demographic data relative to each weekly research-team meetings, and utilized Excel spreadsheet tracking
of the participants. to facilitate validation of data processes. Researchers established
methodological rigor and trustworthiness through a multiplicity of ap­
proaches including achieving data saturation, audit trails, confirm­
5.2. Data collection
ability audit, dependability audit, emic and etic triangulation, epoche,
member checking, inquiry audit, negative case analysis, prolonged
Researchers developed open-ended questions derived from seminal
engagement with data, reflexivity, and thick descriptions. This study
categories as they reviewed the literature about nurse educator barriers
was conducted with ethical considerations at the forefront, including
and persistence in the field. This resulted in the development of a semi-
Institutional Review Board (IRB) approval which conducts university-
structured interview protocol covering intrinsic motivators, work-life
level reviews of research studies for the protection of human subjects
balance, extrinsic motivators, job satisfaction, personal and profes­
and informed consent processes. Additionally, researchers reminded
sional aspirations, pathways to teaching, and opportunities for future
participants that they could withdraw from the study at any time
development (see Appendix A). Before engaging participants, re­
including during data collection, analyses, and member checking.
searchers piloted the instrument with three non-participant nurse edu­
cators to refine the interview protocol, ensure relevancy of questions,
and triangulate member checking practices. The first author conducted 6. Data/results
16 interviews via Zoom over a 3-month period. Due to COVID re­
strictions, all communications were remote. After each interview was Participants reflected on their lived experiences considering suc­
completed, participants were assigned an interview number to maintain cessful teaching careers and a sense of comfort in their academic role.
confidentiality, and researchers began data analysis. All interviews The researchers' phenomenological analyses uncovered two key aspects,
transcribed verbatim from the recordings. Transcriptions were intrinsic and extrinsic motivators, comprising participants' persistence
compared to the interview audio to assure accuracy. in nursing education. Sub-aspects of intrinsic motivators included (a)
love of teaching, (b) desire to learn more, (c) a sense of satisfaction from
service to the profession, and (d) seeking challenges. Sub-aspects of
5.3. Analysis extrinsic motivators were (a) flexibility, and (b) professional advance­
ment/opportunity.
This study followed Moustakas' methodology in its descriptive
phenomenological research approach. Specifically, it focused on par­
ticipants' lived experiences and the role of extrinsic and intrinsic moti­ 6.1. Intrinsic motivator aspects
vators on professional persistence in participants' everyday lives.
Researchers studied the phenomena of persistence within the field 6.1.1. Love of teaching
through recursive examination, reflection, phenomenological reduction, Participants expressed joy in teaching and seeing the positive im­
theming, and a final synthesis of the in-depth interview data. As detailed pacts they had on students, such as “seeing students getting that light to
in Table 2, researchers' analyses applied Moustakas' phenomenological come on”. There was satisfaction in seeing the thirst for nursing
methodology including the processes of (1) epoche, (2) phenomeno­ knowledge grow in students. One participant detailed the satisfaction of
logical reduction, including (2a) horizontalization, (2b) reduction and seeing students evolve during nursing school to become competent
refinement, and (3) theming, including (3a) initial theming, (3b) nurses, sharing her satisfaction with “seeing your students become
analyzing individualized textual descriptors, and (3c) analyzing com­ professionals”. Most participants professed confidence and considerable
posite textual descriptors. The rationale for Table 2 derived from the expertise as nurse educators. They recognized that teaching can often be
researchers' desire to add detailed qualitative descriptions to the nursing challenging, but they learned to establish standards and adjust to

Table 1
Participant demographics.
Number Gender Age Self-identified race/ Years of experience as a Specialty Years teaching in Number of academic schools Highest
ethnicity RN academia taught degree

1 Female 72 White 50 Mental health 24 3 PhD

2 Female 73 White 51 Mental health 47 5 MSN
3 Female 59 White 38 PEDS 16 6 PhD
4 Female 51 Asian/ Indian American 30 Medical 22 3 PhD
Surgical
5 Female 67 White 45 Critical Care 43 3 PhD
6 Female 59 White 36 Critical Care 22 2 PhD
7 Female 43 Hispanic/Latina 20 Medical 10 4 PhD
Surgical
8 Female 44 White 12 Family NP 9 1 MSN, FNP
9 Female 53 White 30 Critical Care 15 1 MSN,NP
10 Female 64 White 43 Labor/ 22 3 DNP
Delivery
11 Female 49 African American 22 Labor/ 11 1 EdD
Delivery
12 Female 56 White 30 OB Midwife 16 1 MSN
13 Female 55 White 28 Family NP 18 3 DNP
14 Female 68 White 40 Family NP 20 4 DNP
15 Female 47 White 21 PEDS/NP 15 5 MSN, NP
16 Female 45 White 17 Critical Care/ 13 5 DNP
NP

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Table 2 management skills. For example, one participant shared, “It satisfies my
Methodological processes. own internal desire to continue to learn.” They felt empowered to stay
Action Description Example current in their profession and to pass this knowledge on to students.
Several participants were actively seeking higher academic degrees at
Step 1. Epoche The researchers set aside The PI held a strong value
prior judgments toward of nursing education as the time of their interviews.
openness to data based essential community
solely on participants' service. She set that aside 6.1.3. Satisfaction from service to the profession
perceptions. to better understand This aspect encompassed a sense of service in “giving back to the
participants' emic
understandings who may
nursing profession” and having important roles in producing a new
not share her outlook. generation of nurses. Participants spoke about the reward and empow­
Step 2. erment in producing, through their teaching, competent nurses to
Phenomenological meeting society's needs and “making nursing a better profession”. Many
Reduction
viewed this sense of satisfaction as anchoring in their intrinsic love for
2a. Horizontalization The researchers The researchers identified
were“receptive to every statements that referred to teaching.
statement of the co- the phenomenon, lifted
researcher's experience, them from the transcript, 6.1.4. Seeking challenges
granting each comment and placed them in an This final aspect of intrinsic motivators involved participants' self-
equal value” (Moustakas, Excel document. These
1994, p.122) statements became the
defined commitment to seeking professional challenges. Some chal­
horizons. lenges included developing new courses or curriculum, mentoring, and
2b. Reduction and Per Moustakas (1994) The researchers reviewed leading committees. A sense of academic freedom in teaching seemed to
Refinement applied the following the horizons from each inspire their drive to seek challenges. As one participant declared, “I
questions: “Does it transcript verifying that
have the opportunity to use my whole brain, and my creativity is sup­
contain a moment of the there was no overlap or
experience that is a reputation. The researchers ported.” A detailed listing of purposefully selected participant quotes
necessary and sufficient maintained horizons that that support the sub-aspects of intrinsic motivators identified in the
constituent for met Moustakas' criteria, study can be found in Table 3.
understanding it?” and “Is defined to the left, and
it possible to abstract and elevated them to become
label it?” (p.121) the invariant
6.2. Extrinsic motivator aspects
constituents—or meaning
units–of the experience for 6.2.1. Flexibility
the participants. This aspect captured benefits of having work-life flexibility. Partic­
Step 3. Theming
ipants varied in how they described it, but they all started their nursing
3a. Initial Theming Researchers gathered The researchers engaged
invariant horizons to form this step in the data careers in clinical areas, mostly doing shift work. Having a schedule
core themes for the study. analysis to illuminate the conducive to family activities was important. One participant explained,
nurse educators' persistent “as a nurse educator, it [schedule] matches way better with my family
experiences. These because of flexibility.” Although they knew clinical sectors usually paid
analyses uncovered that
intrinsic and extrinsic
better, participants remained content that they had more work-life
motivations were the flexibility in teaching.
critical themes within each
participants' data. 6.2.2. Professional advancement/opportunity
3b. Analyzing Researchers generated The researchers examined
For most participants, this aspect involved opportunities to obtain
Individualized textural descriptions for each participants' analyzed
Textual Descriptors each participant to data and engaged it to further formal professional education. Participants voiced the impor­
understand in Moustakas' produce in-depth tance of this benefit, often expressing how “teaching provided me with
(1994) words the “what” descriptors related to the the opportunity to get further education…a PhD. You can do some
of their experiences. initial theming identified in research that is supported.” Some received free or reduced tuition
the prior step, using the
participants' own words to
through their institution, while others benefited from government fac­
capture each participant's ulty loan repayment programs to advance their career if they committed
unique perceptions of the to continue teaching in nursing. For example, one participant shared, “I
overlapping and shared got a grant that would pay for my advanced degree if I agreed to teach in
phenomenon.
nursing for at least 4 years…that was 12 years ago.” Ironically, the
3c. Analyzing Researchers combined The researchers engaged in
Composite Textual each of the individualized analyzing composite availability of faculty loan programs currently offered is partly due to
Descriptors composite textural lifeworld descriptors from the nurse educator shortage. Table 4 provides a purposeful selection of
descriptions (invariant the entirety of data as a verbatim participant quotes from the interviews that support extrinsic
meanings and themes) to collective understanding motivator sub-aspects.
understand the group as a across data sources. These
whole (Moustakas, 1994). formed composite textural
descriptions, which helped 7. Discussion
understand the defining
aspects of nurse educators' This study added to the predominantly quantitative survey explo­
persistence in the field.
ration within the relevant literature by having qualitatively investigated
aspects of intrinsic and extrinsic motivators that influenced nurse edu­
student learning needs. cators' desires to persist in the profession. Due to minimal qualitative
research studies in this area of nursing education, the researchers pro­
6.1.2. Desire to learn more vided detailed descriptors of their analytical processes toward setting a
Most participants acknowledged internal desires to continue to learn, trend of increased methodological transparency and rigor (Table 2). An
including a yearning to know the latest evidence-based practices and additional contribution of our study was uncovering a novel aspect of
nursing research or the latest teaching strategies and classroom nurse educators' persistence in that it was twice as likely that intrinsic
rather than extrinsic motivators influenced them to stay within the field.

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Table 3 Table 4
Intrinsic motivators: aspects of the phenomena. Extrinsic motivators: aspects of the phenomena.
Aspects Descriptor Examples Aspects Descriptors Examples

Love of Teaching Teaching students creates “That satisfaction that you Flexibility The nurse educator “I had young children…the
the love of persisting in receive from seeing your profession having benefits, long hours working in the
nursing education. students become most often work/life hospital and all the different
professionals;” “seeing flexibility; other nursing jobs shifts, the holidays were
students getting that light to did not. gone”; “I love the flexibility,
come on;” “when I teach, it's because I think 10 months I
an emotional recharge; that work hard, and so having the
connection, the enthusiasm;” summer off is great;” “I
“the absolute feeling of really appreciate that I can
satisfaction and joy that I get work with my peers in other
when I'm teaching a class… courses”; “another side was
it's that feeling that I have to be able to have the
helped them in some way;” “I flexibility [with time] that a
appreciate working with my nurse educator typically has.
peers developing and It was conducive to my
teaching courses together… family life at the time, and it
as a cohesive group;” “my worked very well for me
primary motivator is to instead of working nights in
improve patient care through an ICU;” “as a nurse
the students that I teach.” educator, it matches way
Desire to Learn Lifelong learning; “I was one of those rare better with my family
More postsecondary education. people that really liked to because of flexibility…the
keep going to school and keep pay is not what keeps me,
getting degrees;” “that because I could easily be a
yearning and motivation for nurse practitioner and get
lifelong learning;” “it satisfies more [pay].”
my own internal desire to Professional Opportunities were provided “It provided the opportunity
continue to learn;” Advancement/ to advance in nursing career. to get a PhD, to get an
“[teaching] encourages me to Opportunity advanced degree;” “I came
stay current in knowledge… to a realization I needed to
to read articles that I'm not beef up my resume…I'm
sure I would read if I wasn't going to have to get a PhD or
teaching;” “I get free not be marketable;”
textbooks, access to software, “Teaching provided me with
lots of things that help me to the opportunity to get
stay current in the further education…a PhD.”
profession.” “In nursing education, you
Sense of Helping the nursing “I do get a feeling of reward get a certain amount of time
Satisfaction from profession was central to knowing that I'm involved where you can do some
Service to the their professional practice with preparing graduates research that is supported.”
Profession choices. who are educated, skillful, “At that time, I could be
ethical;” “They're learning hired as a nurse educator
their profession and they're with a BSN, and the school
going to get joy out of it…it is would sponsor my MSN
a recharge and awesome”; studies…so I did;” “I got a
“actually seeing your former grant that would pay for my
students out there performing advanced degree if I agreed
so well…I feel partly to teach in nursing for at
responsible for the least 4 years…that was 12
foundation laid for them…it years ago.”
just feels good;” “knowing
that my teaching is
empowering the nursing This proportional difference in nurse educators' persistence was previ­
profession;” “making nursing ously unexplored.
a better profession.”
Seeking Challenges Self-defined commitment to “I had a huge passion for
This study affirmed the trend within the literature describing diffi­
challenging aspects of the curriculum. So that definitely culties new nurse educators faced as they transitioned into academic
field through their overall played a role;” “Biggest roles, and how mentoring helped to offset this culture shock (Bagley
professional work. things that have kept me in et al., 2018; Jeffers and Mariani, 2017; Tufano and Covington, 2021). As
nursing education is teaching
an example, every participant in this study highlighted mentoring as an
faculty how to be better
teachers and increase the essential part of what helped them navigate new roles and workloads.
quality of the curriculum;” “I Further, the results of this study supported mentoring as having facili­
want to make sure there are tated their retention within the field. A consistent theme in the literature
competent, caring, depicted how higher salaries and increased benefits lured potential and
compassionate nurses out
there.” “I like to take
current nurse educators away from academia (AACN, 2021; Clochesy
ownership of my courses… et al., 2019; Lee et al., 2017). This study, in contrast with these findings,
being somewhat found that while nursing faculty were aware of salary inequities be­
independent;” “I have the tween clinical and academic pathways, for them, scheduling flexibility
opportunity to use my whole
and teaching enjoyment eclipsed disparities in pay regarding their
brain, and my creativity is
supported.” attraction to and retention within the field.
Within the literature, intrinsic motivators such as a sense of personal
satisfaction in teaching, a commitment to the profession, and a desire to

6
V.C. Tufano et al. Nurse Education Today 123 (2023) 105725

share knowledge were some of the most important attributes influencing environments, work-life flexibility, and opportunities for career
professional persistence (Gui et al., 2014; Tufano et al., 2021). This advancement that can retain current nurse educators and help to recruit
study echoed these claims, in that participants unanimously perceived future ones will derive, in part, from qualitative nursing research.
that their love of teaching and sharing knowledge fortified the future of Through better understandings of intrinsic and extrinsic motivator
nursing and healthcare. Results of this study added to the current aspects of nurse educators, the nursing field can honor, acknowledge,
literature by highlighting nurse educators' enjoyment of learning new and capitalize on the reasons many nurse educators have persisted
ways of teaching that diverged from their own educational preparation despite the many challenges of the profession. Implications for future
as a key aspect of their professional persistence. Additionally, it research involve illuminating and elevating strategies for persistence of
contributed to how their persistence involved engaging challenges that nurse educators to build on the aspects this study identified as motiva­
reawakened their internal desires to learn more and to stay current in tors to persist in their chosen profession. A better understanding and
the profession. Application of this study's findings regarding principal implementation of these strategies may improve nurse educator reten­
satisfiers of the nurse educator/student relationship and support for this tion and recruitment.
dynamic can help facilitate retention of nurse educators.
The literature reflected how work flexibility and academic identity Funding
were important to remaining in academia (Laurencelle et al., 2016; Lee
et al., 2017; Tufano and Covington, 2021). Accordingly, participants in This research did not receive any specific grant from funding
this study overwhelmingly valued the extrinsic aspect of flexibility in agencies in the public, commercial, or not-for-profit sectors.
their jobs in contrast to the shift work common in clinical settings. They
unanimously appreciated how their schedules were conducive to family CRediT authorship contribution statement
and work-life balance. This finding contrasted Owens' (2017) findings
that heavy academic workloads and high expectations often disrupted Virginia Tufano: Conceptualization, Resources, Project adminis­
the work-life balance that many nurse educators sought. Such conflicts tration, Investigation, Data curation, Writing-Original draft, and editing.
in findings indicate the need for future research to investigate work-life EJ Summers: Methodology, Validation, Data curation, Writing-
balance for nurse educators. Original draft, and editing.
While an abundance of the literature claimed that nurses needed to Barbara Covington: Supervision.
complete graduate-level education to work as nurse educators, almost
none of it examined opportunities for them to pursue additional edu­
cation while they were teaching as incentives toward retention. Partic­ Declaration of competing interest
ipants in this study described how they were attracted to and persisted in
academic settings when provided with opportunities to advance their The authors declare no conflict of interest.
formal education. This study added to the literature by clarifying how
extrinsic motivators of opportunity aligned with participants' intrinsic Appendix A
motivators to learn more. By understanding these aspects of nurse ed­
ucators' common motivators, academic administrators may increase Interview questions
retention by offering opportunities to provide educational advancement
for nurse educators through reduced tuition, reduced tuition, or work­ 1. What events in your life do you see as significant in shaping your
load release. decision to enter the nursing profession (e.g., birth order, professions
This study enhanced the literature by scaffolding increased un­ of family members, encouragement from others, etc.)?
derstandings of work-life intrinsic and extrinsic motivators related to 2. Describe significant persons or events in your personal life that you
nurse educators' professional persistence. Based on this study's results, think contributed to your choice of pursuing your current profession
academic administrators involved in planning, organizing, and struc­ as a nurse educator (e.g., mentors, persons of influence, opportu­
turing faculty support programs at university nursing departments can nities, etc.).
have greater insight into what motivates nurse educators' retention. 3. What factors influenced your decision to become a nurse educator,
Awareness of the intrinsic and extrinsic motivators that influence nurse (pursue advanced education)?
educators' intent to stay in academia can be foundational to identifying 4. Describe your experience in your role transition from a nurse to a
methods to increase recruitment and retention of qualified faculty. nurse educator (i.e. facilitators, barriers).
5. What personal motivating factors do you believe contribute to
8. Conclusion continuing in your role as a nurse educator (e.g., family, work-life
balance, personal rewards, etc.)?
Retention of nursing faculty continues to be a global concern. The 6. What external factors keep you motivated, at this point, to continue
need for more nurses requires increasing the number of nurse educators. in your role as a nurse educator (e.g., work environment, benefits,
The reasons why nurse educators leave the profession are well docu­ leadership, etc.)?
mented in the literature. Although the recruitment of new nursing fac­
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