Addressing the faculty shortage through connections: Stories of becoming a nurse educator

Background: The current nursing faculty shortage is projected to continue. This article addresses recruitment and retention by contributing to the public stories of successful nursing faculty. Method: Narrative inquiry was used to examine how the ways of knowing of three associate degree nurse educators evolved over time in the community college setting. Results: The educators' early stories portrayed an internal tension that was in sharp contrast to the capability and self-confidence of an expert nurse. Stories revealed their struggle to balance empathy and care (connected knowing) with logic and objectivity (separate knowing) when handling challenging student situations. Over time, the educators developed ways of integrating connected and separate knowing, becoming constructivist knowers. Conclusion: The findings validate the importance of providing meaningful support for novice educators. Private spaces to promote reflection and active dialoging with a trusted mentor will assist new faculty as they work through their integration of caring verses objective knowing.