BACKGROUND: The decline in the number of doctorally prepared nursing faculty is a major problem contributing to the overall shortage of nursing personnel. PURPOSE: This article evaluates the impact of faculty age and retirement timelines on the future availability of doctorally prepared nursing faculty. METHODS: Age and retirement data were summarized from surveys of faculty conducted by the American Association of Colleges of Nursing. Additional data about characteristics of faculty and doctoral degree recipients were obtained from other national sources. Linear regression was used to determine average change in age and retirement year. DISCUSSION: Results showed steadily increasing faculty age, a shortening of time to likely retirement, and a loss of younger faculty. CONCLUSIONS: In addition to current initiatives aimed at increased financial support for doctoral study, nurse educators must rapidly arrive at short- and long-term solutions. Solutions may require examination of some of the sacrosanct traditions of nursing education.
BACKGROUND: The decline in the number of doctorally prepared nursing faculty is a major problem contributing to the overall shortage of nursing personnel. PURPOSE: This article evaluates the impact of faculty age and retirement timelines on the future availability of doctorally prepared nursing faculty. METHODS: Age and retirement data were summarized from surveys of faculty conducted by the American Association of Colleges of Nursing. Additional data about characteristics of faculty and doctoral degree recipients were obtained from other national sources. Linear regression was used to determine average change in age and retirement year. DISCUSSION: Results showed steadily increasing faculty age, a shortening of time to likely retirement, and a loss of younger faculty. CONCLUSIONS: In addition to current initiatives aimed at increased financial support for doctoral study, nurse educators must rapidly arrive at short- and long-term solutions. Solutions may require examination of some of the sacrosanct traditions of nursing education.