Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Dr. Sarah J. Yates

Second Advisor

Dr. Susan J. Hicks

Third Advisor

Dr. Jessica Rafidi

Abstract

By 2030, the World Health Organization (WHO) predicts a worldwide RN shortage of nearly 5.7 million (Poole & Spies, 2022; WHO, 2024a). The need for more RNs necessitates the need for more students to graduate nursing programs; however, in 2024, almost 66,000 qualified applicants were not accepted into nursing programs because of limited space due to a shortage of nurse educators (AACN, 2024b; Welch et al., 2023). A nurse educator shortage exacerbates the national nursing shortage, ultimately decreasing the quality of patient care and positive patient health outcomes. The purpose of this phenomenological, qualitative study was to understand why nurse educators choose to stay in the profession. A qualitative, semi-structured interview method was chosen. From the collected data, the researcher identified four main themes: work-life balance of nurse educators, self-efficacy, professional development and resources, and workplace culture and environment. Highly satisfied nurse educators are key to addressing the clinical nurse shortage, and if the challenges, such as non-existent orientations, heavy workloads, and salary gaps, are addressed, nurse educators will stay and continue doing what they love: teaching students (Drafahl, 2020; Rothacker-Peyton et al., 2022; Watson, 2023). The findings of this study provide valuable insight into the nurse educator shortage and why nurse educators stay in the profession. The recruitment and retention of nurse educators are major factors in combating the nurse educator shortage.

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