environment (NACNEP, 2010). Over the next thirty years, minorities are projected to become the majority at 54% of the population within the next thirty years (United States Census Bureau, 2008). As demographics of the population change, the diversity of those seeking health care and education will too (Petit dit Dariel, 2009). Unfortunately, according to the NACNEP (2010), there is intense competition to appoint qualified minority nurse educators because of the vast number of career options, both inside and outside of academia, available to these highly sought after individuals. In fact, even among nurses advancing their career, nearly 70% of doctorate graduates choose to pursue careers outside of nursing education (2010). Thus, even individuals that are qualified to seek a career in nursing education are selecting different paths. Perhaps even more important is research presenting a discrepancy in access to health care among racial and ethnic minorities; therefore, emphasizing the need to lure more nurses to faculty positions in order to have faculty more closely represent the current population demographics (Engebretson, Mahoney, & Carlson, 2008; NACNEP, 2010). Recommendations In light of the current nurse faculty shortage and corresponding changing nature of the academic practice environment it is imperative that the nurse educator role evolve in order to practice effectively. As previously mentioned, an important responsibility for nurse educators is to participate as change agents as well as function within the educational environment (NLN, 2012). Activities such as using awareness and understanding as a foundation to submit recommendations and resolutions about educational issues, promoting change, partaking in interdisciplinary efforts to stimulate change, executing strategies, and developing and providing
environment (NACNEP, 2010). Over the next thirty years, minorities are projected to become the majority at 54% of the population within the next thirty years (United States Census Bureau, 2008). As demographics of the population change, the diversity of those seeking health care and education will too (Petit dit Dariel, 2009). Unfortunately, according to the NACNEP (2010), there is intense competition to appoint qualified minority nurse educators because of the vast number of career options, both inside and outside of academia, available to these highly sought after individuals. In fact, even among nurses advancing their career, nearly 70% of doctorate graduates choose to pursue careers outside of nursing education (2010). Thus, even individuals that are qualified to seek a career in nursing education are selecting different paths. Perhaps even more important is research presenting a discrepancy in access to health care among racial and ethnic minorities; therefore, emphasizing the need to lure more nurses to faculty positions in order to have faculty more closely represent the current population demographics (Engebretson, Mahoney, & Carlson, 2008; NACNEP, 2010). Recommendations In light of the current nurse faculty shortage and corresponding changing nature of the academic practice environment it is imperative that the nurse educator role evolve in order to practice effectively. As previously mentioned, an important responsibility for nurse educators is to participate as change agents as well as function within the educational environment (NLN, 2012). Activities such as using awareness and understanding as a foundation to submit recommendations and resolutions about educational issues, promoting change, partaking in interdisciplinary efforts to stimulate change, executing strategies, and developing and providing
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