The US faces a critical nursing faculty shortage, thus limiting enrollment capacity despite rising demand for registered nurses in health care. Advanced practice registered nurses (APRNs) represent a vital solution, bringing valuable clinical expertise to academia. However, transitioning from clinical practice to academic roles presents unique challenges, including unfamiliar pedagogical competencies, shifts in role expectations, and establishment of a scholarly identity. This article provides a comprehensive, evidence-based guide for APRNs transitioning to faculty positions, addressing common challenges and offering practical strategies for success. A proposed four-phase model-Preparation, Engagement, Integration, and Sustainability (PEIS)-guides systematic transition through self-assessment, mentorship, professional development, and institutional support, ultimately strengthening nursing education capacity and sustainability.
Brockett-Walker et al. (Tue,) studied this question.