Healthcare Workforce Summit

Healthcare Workforce Summit ROCHESTER, NEW YORK • AUGUST 25, 2023

Working Together to Overcome the Local Healthcare Workforce Crisis: Pipeline and Education

HEA L THCARE

Hosted by:

Table of Contents

Overview and Opening Remarks

3

Top Takeaways

4

Panel 1 Regional Educator Perspective

5

Panel 2 Regional Healthcare Perspective

7

Panel 3 Perspectives from Outside the Finger Lakes Region of NY

10

Breakout Session Ideas

13

Overview and Opening Remarks

Monroe Community College brought together local, regional, and national professionals from healthcare and education, to discuss the lack of nurse educators at nursing schools across the nation, and exchange ideas on how to address this critical issue. The goal of the Healthcare Summit was to focus discussion on healthcare recruitment and pipeline shortages as it relates to the limited nursing faculty and clinical/instructional nurse educators available to educational institutions. Attendees were encouraged to participate in the conversation and to share ideas and inspiration for tackling this issue. Throughout the Summit, discussion centered on ideas for both short and long-term solutions, and ways to ensure they are sustainable. The Summit began with 3 stakeholder panels: 1 An Educator Perspective on Current Local Healthcare Workforce Challenges. 2 Healthcare Professional’s Perspective on Current Local Healthcare Workforce Challenges. 3 Successful Healthcare Workforce Strategies Used in Communities Outside the Finger Lakes Region of NY. The second half of the summit shifted to working sessions where small teams were all given the same assignment – to discuss and record opportunities for healthcare and education to address the shortage of nurse educators.

To conclude the Summit, teams reconvened to share ideas and final discussion.

OPENING REMARKS

Dr. Cole shared his vision of addressing the nurse educator situation by first understanding what the specific needs are, imaging what can be done about it, and then communicating and partnering with each other. The idea was to leave the Summit with an action plan for ad dressing the nurse educator shortage who can then build the pipeline with qualified healthcare workers. -

Dr. Robin Cole Jr. – Vice President Economic and Workforce Development and Career and Technical Education at MCC

4

Monroe Community College State University of New York

Top Takeaways

1

2

3

CHALLENGES GALORE

SOLVING THE PROBLEM WILL TAKE A VILLAGE

APPRENTICESHIPS CAN WORK

- There are numerous challenges when it comes to addressing the shortfall of nurse educators. There is a lack of awareness of the issue outside the field of healthcare, a large wage differen tial between salaries in a clinical setting versus an academic setting, and simply not enough individuals who for a variety of reasons - and there are many – have not considered or are not inclined to teach.

It is clear that healthcare alone cannot resolve the lack of nurse educators. Solving this issue will require the involvement of education, employers, and policy makers. These groups will have to work together to define and implement initiatives that will work for all parties as solutions for both the short and long term. Bringing policymakers to the table begins with educating them about the ramifications the short age will have on the community, the barriers that underpin and reinforce the situation, and their role in removing those barriers. The importance of involving all parties – healthcare, employers, education, and legislators cannot be overemphasized. -

- There was a lot of discussion around the concept of appren ticeships and how a model that has traditionally been associated with the trades e.g., carpentry, electrical, metalwork, etc., can work for nursing. While solving the issue will take a multipronged approach, apprenticeship programs have been successful in other regions and are a solution worth considering for the local Rochester area.

-

5

Finger Lakes Workforce Development Center

Panel 1 Discussion

PANELIST

PERSPECTIVE

An Educator Perspective on Current Local Healthcare Workforce Challenges

Understands the significant challenges in finding affordable instructional resources and how that impacts program consistency and class size.

Dr. Marcy Lynch

Director, Healthcare Programs, MCC Economic and Workforce Development Center

Panelists discussed current challenges faced by education providers:

Lydia Rotondo

As Associate Dean, Lydia has significant interactions and insights.

Associate Dean for Education and Student Affairs University of Rochester School of Nursing

>> Finding individuals who are interested in teaching, as COVID burnout continues to have an impact on resources considering leaving the field. >> Instructors who work a full nursing schedule and teach clinical on Saturdays is not a sustainable model. >> The inability to compete with wages earned in a clinical setting. As nursing salaries rise, the delta between clinician and educator wages widens. >> Populations coming into schools have many challenges – must figure out how we can help them overcome and focus on their goal. >> Community leaders need to be educated about the importance of their involvement in solving this issue.

- Amy spoke to Certi fied Nurse Assistance Apprenticeship recently approved in NYS and potential opportunities for strengthening rela tionships with employer financial incentives. - - Has firsthand knowl edge of the impact of staffing shortages – as an instructor with MCC Grace had personal conversations with instructors and potential instructors.

Amy Hadfield

Apprenticeship Training Field Supervisor, NY State Dept. of Labor

- Associate Chief Nurs ing Officer, LTC Roch ester Regional Health and MCC non-credit HC instructor Grace Dengler, MSN, BS, BSN, RN

-

6

Monroe Community College State University of New York

POTENTIAL SOLUTIONS:

>> A very important aspect to solving the problem is the collaboration and partnership of educators, healthcare professionals and employers. >> Apprenticeships are a model that can be applied to any profession that requires more than a minimal amount of training. ◆ Need to continue the conversation to really understand the benefits to students as well as employers and education. ◆ Can be paid for by the sponsoring organization. Employers must be willing to invest in the employee. ◆ Apprenticeships can open the door to individuals who could never participate because of jobs, families, or other responsibilities. ◆ Programs are flexible and designed to be short-term. ◆ Apprenticeships are a solution that can also be sustainable. ◆ Example: Michigan currently utilizes apprenticeships with entry level healthcare, LPNs, and RNs. NY State has recently approved certified nursing assistant apprenticeships. >> We need to convince every unit/department of the huge impact even 1 individual could make if they take responsibility for even 1 clinical group, and how much of a positive difference that could make. ◆ Get creative in offering ways to support nurse managers so they can take clinical groups. Think outside the box. >> Consider advanced certification in nursing education so there are dedicated education leaders and student instructors. Educate nurses as educators, not just clinicians. >> Skilled trades are getting kids excited at the elementary school level – nursing can do the same thing as an investment in a long-term solution by bringing more individuals into the profession – and ultimately more nurse educators.

Left to right: Grace Dengler, Amy Hadfield, Lydia Rotondo, Dr. Marcy Lynch

7

Finger Lakes Workforce Development Center

Panel 2 Discussion

PANELIST

PERSPECTIVE

Healthcare Professional’s Perspective on Current Local Healthcare Workforce Challenges Healthcare professionals from the Rochester region discussed current challenges faced by the local healthcare workforce: >> The need to support trainers is very real. The problem existed pre-COVID, however it is worse now than ever before. We must figure out how employers can play a significant supporting role and rethink and redesign how we’ve been doing things. >> Workload and burnout are significant issues. >> There is a lack of awareness of this problem in the community. >> Data exists that can help us understand where we are right now, but partners must be willing to share it with each other. Nothing can be accomplished without data. >> A significant number of students need wraparound services that programs don’t currently provide, such as transportation, daycare, etc. >> Where can we find more educators? Younger nurses are having families, older nurses are having grandchildren, and both want to be a part of that. The system cannot continue to rely on asking people to pick up an extra class or shift. How can we entice people into the profession of nursing education by making it more appealing? >> Nurser educators are needed at all levels from LPN on up. A global approach must be considered. >> A substantial pay differential exists between bedside care salaries and educator salaries.

Melissa Wendland

With significant experience, spoke to healthcare related NY State workforce from a community impact perspective.

Director, Strategic Initiatives Common Ground Health

Bonnie Lupo, MS, FNP-BCo

Strategic Health Director Hilton East Assisted Living & Angles in Your Home, CDPAP and LHCSA Home Care Agency

Bonnie has been a leader in healthcare for over 25 years.

Represents a healthcare administrator perspective with first-hand knowledge of the impact of staffing shortages and nursing trends. 30+ years of progressive healthcare leadership, internationally rec ognized authority on workforce development, diversity, equity, inclu sion, justice, nursing ed ucation and leadership. Created the professional academic workforce (PAW) model to advance the educational and economic mobility of underrepresented individuals in nursing through establishing partnerships between healthcare, community, and academic organi zations. Has served as President of the Roch ester General College of Health Careers and Inaugural Chief Diversity Officer at Rochester Regional Health. - - - -

Kate Valcin

Director of Adult Critical Care Nursing URMC

Dr. Deborah C. Stamps, EdD, MBA, MS, RN, GNP, NE-BC, CDEN Associate Chief Nursing Officer, LTC Rochester Regional Health and MCC non-credit HC instructor Co-led Future of Nursing NYS Action Coalition and

-

Founder/CEO of Deborah Stamps Consulting.

8

Monroe Community College State University of New York

POTENTIAL SOLUTIONS:

>> Consider teams of 2 nurses who can team up to train a class by sharing the burden. >> The New York State Office of the Professions can help determine where nurses have left or retired from. Can we entice those nurses to come back into the field as educators? >> Use legislation to facilitate true physical and financial support for nurse educators. >> Solutions must be focused on health equity, and as a result there is a need for a shared agenda among health professionals, educators, and employers. >> There is a need for academic practice partnerships that are bi-directional. Why would a staff nurse who would love to teach take a pay cut to do it? That is one barrier that must be eliminated. >> Clinical instructors are asked to do a lot of extra things that can feel overwhelming for a new instructor. Creating an apprenticeship for new educators to work with established/seasoned instructors would help nurses feel more comfortable making that leap. ◆ The work environment and academic partners can help with systems support like clerical and technical support and other resources, that will allow the educator to focus on being the content expert. ◆ “Culture will eat strategy day after day” Dr. Debbie Stamps. >> Create a transition to practice by building opportunities for nurses to grow – even for those who want to go back to school and then stay on their units; LPN ->school->RN. >> The conversation around nurse educators should include an approach for making all other allied health professionals available so that nurses are allowed to nurse; not do radiology or respiratory therapy or other therapies they are currently asked to do. >> Solutions will need to be multi-faceted, so there must be representatives not only from healthcare, education, and employers – but legislative bodies will also need to be at the table. >> A path specifically to become a nurse educator could be provided as a growth/career path for nurses who are interested in moving into the educational environment. We need to figure out what that career ladder looks like within nursing. ◆ Launching later in 2023 will be a nurse faculty mentorship program for those who want to participate and is focused on professional development. >> There should be a concerted effort to understand the business side of partnerships. Can professional organizations help, and how can we provide resources back to those organizations as well as the academic side? >> Tax and other monetary incentives can help narrow the pay differential. Can loans be forgiven for faculty? >> Engage with car salesmen in the community for participation in programs that help get nurses where they need to be. Work with those in housing and create relationships that will create support networks for nurses/nurse educators.

9

Finger Lakes Workforce Development Center

POTENTIAL SOLUTIONS (CONT}:

>> Establish ways to identify early those who have an interest in education and offer them opportunities to explore. Create bridges. >> Employers can facilitate providing space for clinical instruction and work with staff to make it available. >> Similar to how an anesthesia practice contracts their services to a hospital, perhaps a practice of nurse educators is a model to consider. Educating nurses at all levels would be their only responsibility. >> Bring current nurse educators together – they know what the solutions are. We need their voice. >> We must be involved with accreditors and the committees that are making regulations. Regulatory visits require a lot of paperwork - let’s meet with them and share what that means for educators. Partnerships can lead to changes that benefit everyone. >> Exposure of this problem to the community is necessary! Need a campaign that talks about nurse education and what the future would be like if we didn’t have educators. >> Sustainability of partnerships is key. We need ongoing training and commitment to nurse educators. >> First things first: Solutions start with what the data says and include what nurses think about teaching. >> We need to change the mindset of nurse managers who don’t want to lose their good nurses. >> Recognition – nurses are no different than anyone else. Everyone wants to be recognized for the good work they do.

Left to right: Dr. Deborah Stamps, Kate Valcin, Bonnie Lupo, Melissa Wendland

10

Monroe Community College State University of New York

Panel 3 Discussion

PANELIST

PERSPECTIVE

- Has a long history of service which aims to promote social justice, reduce healthcare dis parities, and increase civic participation for underrepresented residents. Spoke about successful strategies used by the Memphis healthcare system to positively impact workforce challenges.

Dr. Keith Norman

Successful Healthcare Workforce Strategies Used in Communities Outside the Finger Lakes Region of N.Y. Healthcare professionals from outside the Rochester region discussed strategies for addressing the shortage of nurse educators. Ideas they brought to the discussion include: >> Endorsement of the apprenticeships concept for nursing and the importance of working jointly with labor and employers. Building the necessary partnerships will be imperative to ensuring apprentice programs are successful. ◆ Utilize grant money to establish and sustain programs. >> Workforce development has traditionally been viewed as a way to fuel the economy, but the healthcare workforce infrastructure has not been incorporated. Going forward, workforce development must connect their resources to the healthcare sector, not just the trades. >> Do not spend time and resources trying to reinvent the wheel. There are many successful workforce development models that can work for healthcare e.g., on-the-job training grants that can be used to underwrite productivity loss. Healthcare, education, and employers need to work with the community to leverage each other’s resources. >> Faculty – Utilize existing resources to ‘lend out’ your staff to increase capacity to train. >> There should be a long term strategy to plant seeds in K-12 to explore career opportunities. >> SUNY Schenectady currently serves as the healthcare lead for apprenticeships.

Experienced Senior Leader in the Healthcare Industry

Lauren Lankau

Apprenticeships are one potential solution to better support employers so they may, in turn be able to offer other support for educators.

Director of Apprenticeships

SUNY Schenectady Office of Workforce Development & Community Education

Carrie Roseamelia

Spoke to DOH initiatives that may directly or indirectly positively impact instructional support.

Director Center for Workforce Innovation and Transformation NY State Department of Health

Donald Fiorelli

Works with employers and education providers with apprenticeships and other programs.

Regional Director TEF Regional Funds/Upstate NY

Dave Seeley

Shared available services offered by RochesterWorks! that could support the objective.s and other programs.

Executive Director RochesterWorks! Workforce Leader, Finger Lakes Regional Economic Development Council Dr. Johaun T. Jackson Ed.D., MSN, RN Program Director Loretto Management Corporation

20+ years critical care experience with success as both a clinical practitioner and nursing educator.

11

Finger Lakes Workforce Development Center

POTENTIAL SOLUTIONS (CONT}:

>> As a way of supporting new educators, offer a faculty training session once a year and pitch it as ‘…the science and art of teaching’. It’s a way to bring faculty together to discuss strategies of teaching a new workforce/generation and how some of the old techniques might not be reaching a new generation of learners. Bring in social scientists to talk about a new way of reaching and understanding new students and workers. Ultimately, it is a great way for new educators who excel clinically – to learn new strategies and become great educators too. >> Traditional and nontraditional pathways should be included in the conversation. We need to help students navigate the education system. ◆ Always need to illuminate career paths while trying to identify potential instructors. ◆ Always discuss that nursing can lead you in multiple directions (the possibilities) and not just the traditional nurse role. ◆ Nurse managers should be highlighting what might be next for people that account for the types of skills they have. ◆ Career vs Job: Conversations with nursing students should be about the type of career they want for the next 20-30 years, not what job they want to do. >> Policy matters as it impacts everything, even down to workplace culture. We know that if a worker starts at a place that doesn’t fit their value system and the training they received, they will have a short tenure and move on to a place that does. >> Monroe County seems to have good relationships with community partners, with buy-in across the board. Get to know local workforce boards and the individuals who can help put together a solution. ◆ Employers are more a part of the solution than they have been in the past. ◆ On-the-job training grants can be used to account for lost productivity, so you don’t necessarily have to add additional resources. >> Other states have created legislation that works. We should be looking to copy what is working for others rather than creating it from scratch. ◆ Tax incentives that favor those who teach can be beneficial. ◆ Lobby to always be included in the governor’s budget so that there is always a sum of money to keep that pipeline full. ◆ Work with state officials to help them see their part from a policy perspective. Most know there is a nursing shortage but have no idea that infrastructure is one of the reasons. >> The wage disparity should be attacked frommultiple angles: ◆ Consider a co-teaching model – this has worked well in other regions. ◆ Share resources – share instructors and share programs. ◆ Brainstorm ways to let educators know they are valued. They’re fully aware how much money travel nurses are making compared to them. Incentivize them. Must be creative to stay within legal boundaries.

12

Monroe Community College State University of New York

◆ Provide nurse educators benefit dollars to continue mentoring student nurses after they graduate. ◆ Incentives programs that help with loan repayment. For example, there are many students who have not completed their degree and have outstanding debt. This means they can’t register for the classes they need. One creative solution is to include an ‘other’ category when writing grants so there is money to help pay off small debts (sometimes just a few hundred dollars), so students can continue taking classes. ◆ Wraparound services targeted toward nurse educators (not just students). >> All SUNYs should come together to figure out how to help their own communities, the school’s bottom line, and the students. It could be a win-win-win endeavor. >> Work directly with employers to recruit directly from their clinical staff to do nurse education, with the goal of building in-house capacity within that health system and deliver programs and content to their existing workforce. >> One successful program involved recruiting local physicians to train med students. All training was done for free, but those educators were given a faculty appointment which comes with benefits such as free education. >> There is a lot of potential for providing credits for prior learning (work). >> Ensuring the nation has qualified nursing faculty must be federally administrated across all states. Without it, eventually certain markets will have an advantage over others. >> Work directly with employers on a ‘grow with us’ campaign to spotlight individual occupations and remove barriers for adults considering going back to school. Recruit from incumbent workers while providing prep and wraparound support services so if an adult learner reaches a road block, there are tutors who can help. >> Consider targeting some of the refugee and immigrant population for nursing programs/certifications.

Left to right: Keith Norman, Lauren Lankau, Carrie Roseamelia, Dave Seeley, Don Fiorelli, Dr. Johaun T. Jackson

13

Finger Lakes Workforce Development Center

Breakout Session Ideas

After lunch attendees split into small sub-groups to brainstorm ideas and opportunities for healthcare and education to address the shortage of nurse educators. At the end of the allotted time, groups re-convened and shared their ideas. The assignment called for the following: >> Consider solutions that are easily attainable/short term as well as aspirational/long term solutions. >> The actions needed to overcome barriers (e.g., interest/burn-out, funding/incentives, altruism, educating on benefits, etc. >> Ideas specific to apprenticeships (e.g., State/SUNY, Federal).

Several central themes emerged regarding a path forward in solving the nurse educator shortage. Ideas were grouped into eight general categories of emphasis.

1 Craft a Plan of Action

2 Build Awareness

3 Formalize Partnerships

4 Institute Apprenticeships

5 Get creative with new programs and out-of-the-box approaches

8 Address Wage Disparity and Compensation Issues

6 Support Current Educators

7 Involve Policymakers and Legislators

14

Monroe Community College State University of New York

15

Finger Lakes Workforce Development Center

1 Craft a Plan of Action

Tactics highlighted by attendees include: >> Get the right people at the table – education, employers, and healthcare. ◆ Identify who the key stakeholders are. >> Establish round tables where all parties get together to plan. ◆ What is the willingness to invest in education and support academia? >> Real, intentional conversations are needed on an overall plan. >> Determine local best practices and use them to inform an overall plan. >> Survey nurses to find out what they need and what the barriers are. Conduct traditional, AI and roundtable discussions with nurses. Apply the social determinants of health to the role of nurse educators to understand the barriers. >> Share the list of contacts for today’s summit. >> Do a community assessment of all facilities and the current gaps at all levels and projections. ◆ Need a true assessment of what experiences are needed and where that level of care is being delivered in the community. >> Publicize where training facilities are. >> Expand quarterly URMC RGH facility educators Nursing Forum. ◆ Begin the conversation with regional nursing schools and meet with facilities. >> Explore what it will take to create working agreements with community partners. Design who will need what by

First and foremost, a plan is needed for continuing the conversation. Attendees want the opportunity to be included in a group distribution list so there is a single communi cation chain for future planning. The right people must be included at the table so that all parties have buy-in on plans moving forward. Individuals with passion around this initiative will need to commit their time and participation. - A prudent first step in crafting an effective plan is to understand the current state of the situation. Discussion centered around the fact that various educator and healthcare professionals have proprietary data as well as access to other data that, if shared with constituents, would help provide an accurate picture of the nurse educator situation, and serve as a baseline for measuring change as new programs and initiatives are put into place.

when. Coordinate and organize. >> Set expectations for all levels.

16

Monroe Community College State University of New York

2 Build Awareness of the Need for Nurse Educators

Tactics highlighted by attendees include: >> Need a full-fledged marketing campaign to raise awareness. >> More advertisement of needs at the college level – college reps need to be present on healthcare campuses. >> Create marketing and advertising campaigns that promote awareness of the nurse educator shortage, and the ramifications of the shortage for the community in both the short and long term. >> Need better advertising for educators as there is low awareness of the need. >> Demonstrate to employers how providing potential educators with flexible schedules, compensation, etc. will benefit the organization in the long run. >> Create a structured way to communicate and raise awareness of the need for nurse educators with employers. Need more networking. >> Start the ‘educator’ conversation very early with students and how it is a career path worthy of their consideration. >> Use success stories as part of any marketing campaign.

Panel and group discussions acknowledge the fact that generally, the public is aware of a national nurse shortage, but that this awareness does not extend to the lack of nurse educators. It was felt that a concerted effort is needed to educate the public as well as those in healthcare, policymaking, and education about how the lack of infrastructure to teach new nurses is impacting the community right now, and ramifications for the future.

17

Finger Lakes Workforce Development Center

3 Formalize Partnerships

Tactics highlighted by attendees include: >> Academic Practice Partnership (education through academic side) offer an ‘Appointed adjunct’ position to educators. >> Educate employers about what ‘support’ means for a nurse educator and how to recognize transferrable skills. >> Make teaching part of the nursing job responsibilities. >> Healthcare systems collaborate with colleges to use employees as educators. ◆ Facilitate and support nurses interested in educating. ◆ This entails paying employees while they take shifts as educators. ◆ Collaborate with nurse directors responsible for making schedules, to support access to clinical sites and individuals interested in instructing. >> Non-certification program nursing educators can also function as certification program educators. >> For colleges – have programs that specialize in education collaborate with smaller nursing programs and schools to include an element of ‘train the educator’ in nursing tracks. >> Explore new sources of educators: ◆ The Black Nurses Association ◆ Nurse sororities ◆ Other new populations that haven’t been targeted. >> Think systemic - Partner with facilities to offer staff professional growth and education opportunities.

A theme that wove throughout the session was one where healthcare systems, employers and colleges work together to affect change. Partnerships and/or cooperative arrangements between these entities were considered essential components for success.

18

Monroe Community College State University of New York

4 Institute Apprenticeships

Tactics highlighted by attendees include: >> Daytime apprenticeships are good for students and educators. >> Consider a pre-apprenticeship i.e., pre-apprenticeship->App->Bridge->LPN->Bridge-> RN->Educator. >> Apprenticeship programs for RN/LPN career path. Create titles that are achievable via an apprenticeship. >> Apprenticeships should offer financial support, have flexible class times, and offer wraparound support services such as childcare.

Nursing apprenticeships were a popular topic during both the panel discussions and the breakout group discussions. It is a model that has been successful elsewhere and is considered a promising option.

19

Finger Lakes Workforce Development Center

5 Get Creative with New Programs and Out-of-the-Box Approaches

Tactics highlighted by attendees include: >> Create bridges from schools to facilities and vice versa. >> Need a Nurse Educator career path (3+2) BSNI. Demonstrate professional, lifetime career paths as educators for part of the nursing track. >> Create Nurse Educators from all levels of care e.g., LPN, MA, HHA, PCA, PCT, etc. >> Offer faculty appointments – tenure – committee placements as benefits that may appeal to individuals on the fence about becoming an educator. >> Create a literal ‘How To’ guide/visual for becoming a nurse educator. >> Establish career ladders and mentoring for that next level. Include Long TermCare, Rehab, HHAs, PCA-PCTs, etc.

There were ideas for creating programs that make it easier for interested nurses to become educators. And the need for strong marketing of any new program was also highlighted.

>> New York State DoH – rethink competency requirements. >> Provide coaching support to new educators where there may be generational gaps in how content is taught and how content is learned. >> Schools of Nursing need a learning platform that includes incorporating IT – perhaps using Google platform. >> Need new teaching models, screen of candidate- generation gap, socio-economic gap e.g., incorporate pre-lesson prior to formal classroom. >> DoH must redesign the education program to enlist ‘experience’ camp out testing, didactic/skills. ◆ Preceptor RNs can oversee - but can utilize CAN/HHA PCA. >> There should be an infrastructure redesign communication – state ‘buy in’. >> Draw on partnership PCTs grants – fall classes, reduce the need for travel. >> Professional associations can lead interactions with state departments/state regulations. >> Employer targets for any programs should give priority to current employees. >> New programs must be attainable, equitable, measurable. >> For long-term sustainability, offer K-12 exposure for both traditional and exploratory nursing career paths. >> Incorporate career shadowing experiences to provide exposure to other options such as educating – for students all the way to experienced nurses. >> Embed essential teaching skills into coursework. >> Design a program to transfer existing credits and get credit for prior learning.

20

Monroe Community College State University of New York

6 Support Current Educators

Tactics highlighted by attendees include: >> Be proactive in ensuring that current nurse educators are not forgotten about regarding the need for their own education by supporting them with simulation training, the use of digital tools, training for new techniques, and providing mentors for new teachers. >> Help nurses understand where the stepping off points are for following an educator track. ◆ Create incremental achievements that are appealing and rewarding. >> Re-engage with students who step away or are some times not allowed to return e.g., when they cannot pay an outstanding loan debt so they can register for their next course. >> Expand training programs with Clinical programs. Mental Health, Hospice, Long Term Care, Community Home Care, ALF, Insurance Company Training FX members, Psych. >> Associate prepared nurses with experience to get new titles. >> Coordinate clerical support, guidance counseling and support. >> Provide mentors to help run master prep nurse guidance. >> Include in the conversation IT, AI credentialling, CAD support. >> Offer basic needs support such as childcare and transportation. >> Expand financial aid. >> Be creative about offering current educators benefits beyond wages such as faculty appointments.

Attendees felt that supporting the current cadre of nurse educators and smoothing the transition from clinical settings to educating, is vital to maintaining the current number of educators as long as possible, and just as important for novice educators. There were many ideas for the types of support needed including eliminating or streamlining some of the extra tasks that are currently the responsibility of the educator.

21

Finger Lakes Workforce Development Center

7 Involve Policymakers and Legislators

Tactics highlighted by attendees include: >> Use policy and legislative changes to support careers in nurse education and smooth the transition through the educational system. ◆ Commit to removing bureaucratic barriers. ◆ Support the movement of instituting apprenticeships. >> Update policy so that no one is worried about practicing outside of their license. >> Grants: Create a repository of grant resources, consortium grants and grant opportunities.

Efforts to address the nurse educator shortage must include policymakers and community workforce leaders in a joint effort.

22

Monroe Community College State University of New York

8 Address Wage Disparity and Compensation Issues

Tactics highlighted by attendees include: >> Increase compensation and/or subsidize wages for educators. ◆ Supplement salary by multiple fiduciaries. >> Eliminate the need to reduce salaries for those who go back to school or who are interested in teaching. ◆ Instead of dividing salary responsibilities between >> Institute loan forgiveness programs. >> Work with policymakers to create tax breaks for educators. >> Encourage employers to pay nursing students while they learn. Help them see how they will ultimately benefit. >> Offer tuition incentives to adjunct professors and college to advance educator’s own career. >> Provide monetary incentives to nurses interested in furthering their education. >> Compensate nurses for teaching when it’s part of a nursing masters curriculum. healthcare and academia where one domain takes on the entire burden, work together to distribute the burden in a way that makes it more doable.

The wage disparity for a nurse educator versus a nurse that practices in a clinical setting is a huge barrier to enticing qualified nurses into the educational realm.

23

Finger Lakes Workforce Development Center