Exploring the Factors Influencing Faculty Retention and Turnover in Undergraduate Nursing Programs: Basis for Retention Policy and Program Enhancement
DOI:
https://doi.org/10.69569/jip.2026.386Keywords:
Faculty retention, Nursing education, Organizational culture, Phenomenology, Faculty turnoverAbstract
The global shortage of nursing faculty poses a significant threat to the standards and sustainability of undergraduate nursing education. However, the specific factors influencing faculty retention and turnover remain complex and multifaceted. This study explored the lived experiences and determinants of faculty retention and turnover in undergraduate nursing programs, offering a data-driven foundation for policy enhancement. Utilizing a descriptive-phenomenological qualitative research design, the study engaged nine nursing faculty members (N=9) through in-depth semi-structured interviews. Data analysis revealed six primary themes: the shift from extrinsic motivations to intrinsic meaning-making; the evolution of professional identity from clinician to educator; challenges in navigating contemporary pedagogical complexities, including AI integration; the adverse effects of heavy workloads and burnout; the influence of leadership and organizational culture as key retention factors; and the critical need for equitable professional development and competitive compensation. The findings indicate that while intrinsic passion and mentorship fulfillment promote retention, these are frequently undermined by systemic role strain and institutional inefficiencies. Sustainable faculty retention requires a comprehensive organizational strategy emphasizing workload balance, transparent leadership communication, and structured career progression. These results provide a strategic framework for academic administrators to develop targeted retention policies that cultivate a supportive and progressive environment for nursing educators.
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