Our Mission

We support evaluations of interventions that expand teaching capacity or promote faculty recruitment and retention in nursing schools. The program aims to increase the number of nursing school graduates by evaluating strategies that address the nurse faculty shortage. With its third cycle of funding, EIN will support projects that address aspects of teaching productivity and faculty preparation in nursing education for meeting the demands of a reformed health care and public health system. Learn More

About the Program

The United States faces an escalating shortage of nurses, driven in part by an aging population and a shortage of available spaces in schools of nursing across the nation. Widespread concern over the nurse faculty shortage is evident in the reports of prominent nursing organizations, as well as in the activities of numerous state workforce centers. As part of its commitment to address issues related to the nurse faculty shortage, the Robert Wood Johnson Foundation (RWJF) supported the creation of Evaluating Innovations in Nursing Education (EIN) to fund evaluations of nursing educational interventions.

The Robert Wood Johnson Foundation established the National Program Office (NPO) to direct EIN in 2008. The NPO, which is located in the Center for State Health Policy at Rutgers University, in New Brunswick, New Jersey, provides overall research direction, management, technical assistance, and monitoring of the EIN grants. Dr. Michael Yedidia serves as director of the NPO and is assisted by Joanne Fuccello, Deputy Director. » Read More

Our Grantees

EIN is pleased to introduce its various cohorts of grantees, current and past. Twelve grants (of up to $300,000 each) have been awarded since 2009. EIN’s first grant cycle (2009-2011) funded four innovators in nursing education to support evaluations of different interventions, including Dedicated Education Units (DEUs); a technology-rich, accelerated BSN program relying on a mix of on-campus and offsite training, specially prepared clinical preceptors, and innovative course scheduling; and incorporation of a web-based virtual community into the curricula of several nursing programs across the country. For its second round of grants (2010-2012), EIN has funded evaluations of the implementation of a statewide education consortium curriculum; the substitution of clinical simulation for supervised hospital rotations; and an analysis of a myriad of state-based, support-for-service programs which offer funding support to nursing students who wish to become nurse faculty.

In mid July 2012, EIN’s third cycle of grantees began evaluation projects whose findings will directly inform strategies to prepare faculty to educate nurses for roles in the reformed health care system as envisioned in the IOM report on the future of nursing. These two-year projects (2012-2014) will focus on a range of issues, e.g., identifying barriers and opportunities for doctoral students regarding nurse faculty careers (American Association of Colleges of Nursing); assessing the various stages of career decision-making related to becoming a nurse faculty member (Indiana University); the hiring practices and intentions of directors of nursing programs related to DNP and PhD-prepared faculty (University of North Carolina Chapel Hill); the relationship between the demands of teaching doctoral students and research productivity among doctorally-prepared nurse faculty (Villanova University) and a case study to study and generate insights into the prospects for early-entry doctoral programs (admitting pre-baccalaureate students and recent graduates) to increase the number and productivity of future nurse faculty (University of Wisconsin-Madison). As with earlier funding cycles, EIN3 research projects are designed to generate findings to inform strategies for addressing the nurse faculty shortage, while expanding the nurse workforce and maintaining or improving student outcomes.

Grantee Spotlight

New York University

EIN awarded a two-year grant to researchers at New York University (NYU) and their evaluator team at National Development and Research Institutes (NDRI) to conduct a controlled evaluation of their undergraduate clinical teaching intervention – the Clinical Simulation/Clinical Experience (CSCE) Model—adopted to address the shortage of clinical faculty and sites. The purpose of this project was to document how the NYU simulation substitution model has an impact on faculty capacity for clinical supervision. » Read more

Grantee Research Findings

Click HERE to read selected findings from Cycle 1 and Cycle 2 grantees.

Grantee Publications

EIN Grantee at the University of Massachusetts, Boston, Publishes with Researchers in Partnering Hospitals in The Journal of Nursing Administration

EIN grantee Dr. Joanne Mulready-Shick (UMB) and partners from two Boston academic research centers -- Massachusetts General Hospital (MGH) and Brigham and Women’s Hospital (BWH) -- co-authored an article entitled, “Partnering and Leadership Core Requirements for Developing a Dedicated Education Unit." The article describes the creation of two Dedicated Education Units (DEU) implemented through the academic-service partnership between UMB’s College of Nursing and Health Sciences, MGH and BWH. The article outlines the factors critical for the success and sustainability of DEUs, focusing on skills required to negotiate complex collaborations and the leadership competencies demonstrated by nurses across three levels: 1) the dean and hospital chief nurse executives; 2) the academic nursing program and clinical directors, and 3) the hospital clinical instructors and university’s clinical faculty coordinators.

Read an abstract of the article HERE.

EIN Grantee JoAnn Mulready-Shick, EdD, RN, CNE presented at the Ohio League for Nursing’s Nursing Education Summit 2012 in Dublin Ohio (March 30, 2012).


EIN Grantee Project Team at New York University College of Nursing Publishes in Journal of Nursing Education

Dr. Hila Richardson and Dr. Mattia Gilmartin co-authored with Dr. Terry Fulmer an article entitled, “Shifting the Clinical Teaching Paradigm in Undergraduate Nursing Education to Address the Nursing Faculty Shortage.” The authors at NYU College of Nursing, supported by a two-year EIN grant, describe their new clinical teaching model that substitutes high-fidelity human patient simulation for up to half of the students’ clinical education experience. The article looks at the model’s effects on nurse faculty capacity.

Read an abstract of the article HERE as it appeared in the April issue of the Journal of Nursing Education.

National Survey of Nurse Faculty

How do nurse faculty members spend their time?  How do they assess key aspects of their work-life?

Click here to create customized findings from the 2011 national survey of full-time nurse faculty members by using NuFAQs, our Nurse Faculty Query web-based tool.

Choose from over 60 characteristics of workload and attitudes toward work-life and explore how they differ among faculty subgroups of interest to you.  Data were collected from a nationally representative sample of full-time faculty members teaching in nursing schools that offer at least one degree program that prepares graduates to sit for the licensure exam.  The study was conducted by staff at the EIN National Program Office and funded by the Robert Wood Johnson Foundation.

» view allWhat's New

Findings From an Evaluation of the Oregon Consortium for Nursing Education (OCNE) Model and Its Impact on First-Year Nursing Students During the Educational Redesign

April 2014

Researchers published a new study in the March/April issue of Nursing Education Perspectives, which explored first-year nursing students’ experiences during their initial years of transition to being educated under the OCNE model. In their analysis of OCNE End-of-First-Year Student Survey data from 2007-2010, the researchers identified three areas of satisfaction (fellow students; course lectures & interactions; and faculty and courses) and four areas needing improvement (advising & facilities; administration; quality of instruction & curriculum; and overall program effectiveness) for this model. The OCNE leadership has used these findings to redesign components of the model to better serve students’ needs. Click to view an abstract of the article here.

EIN Grantee Project Team at University of Wisconsin-Madison School of Nursing publishes in Journal of Nursing Education

April 2014

Dr. Nadine Nehls and Dr. Elizabeth Rice co-authored an article entitled, “Early Entry to a Doctoral Degree in Nursing Program: Analysis of Student Experiences.” The authors, supported by an EIN grant, describe the impact of an early-entry doctoral (PhD) program on younger students and their decisions to pursue doctoral degree in nursing. The article looks at decision making about becoming a nurse and a PhD student, facilitators of admission to and progression in an early-entry PhD program and the challenges of being an early-entry PhD student.

Read an abstract of the article HERE as it appeared in the April issue of the Journal of Nursing Education.

RWJF’s INQRI Program Providing Guidance to States to Build and Maintain Nursing Workforce Data Systems

January 2014

RWJF’s Interdisciplinary Nursing Quality Research Initiative (INQRI) funded a team of researchers to develop and publish a set of policy briefs offering resources and technical assistance to help state-level researchers collect their own nursing workforce data. The briefs focus on how to build and sustain state-based nursing workforce data systems that can answer critical questions about current and future supply, distribution, diversity and demand for nurses. The INQRI-supported project emerged to address the need for developing robust and accurate data at the state-level, especially in light of the decision by HRSA to discontinue its National Sample Survey of Registered Nurses (NSSRN) with its 2008 survey. The researchers encourage states to create data systems compatible with the minimum data set (MDS) standards developed by HRSA, the National Council of State Boards of Nursing and The National Forum of State Nursing Workforce Centers, as a means to be part of a national dataset. Read more HERE.

US Department of Health and Human Services (HHS) announced $45 million Funding in 2013 to Strengthen Nursing Programs

January 2014

The federal government announced that it will release $55.5 million to fund programs aimed at supporting, expanding and diversifying the health care workforce. More than three-fourths of this funding — $45.4 million – is targeted for nursing programs. HHS head Dr Kathleen Sebelius stated during the announcement, “These grants and the many training programs they support have a real impact by helping to create innovative care delivery models and improving access to high-quality care.”

These funds will be used for: low-interest loans and loan cancellation programs for nurses who are preparing to become faculty; educational advancement of RNs; collaborative models of care that are designed to foster interprofessional practice among nurses and other health professionals; expanding educational opportunities for nursing students from disadvantaged backgrounds (including racial and ethnic minorities) to diversify the workforce so that it better reflects the population it serves; and traineeships for nurse anesthetists to pursue master’s or doctoral degrees. Read more HERE.

New AACN Data on Employment for New BSN Graduates

December 2013

Findings from the AACN 2013 National Survey of deans and directors from U.S. nursing schools indicate that 59% of new BSN graduates had job offers at the time of graduation, which is substantially higher than the national average across all professions (29.3%; National Association of Colleges and Employers (NACE) national survey). At four to six months after graduation, the survey found that 89% of new BSN graduates had secured employment in nursing. The percentage of BSN graduates with job offers at graduation varied by region of the country, from 68% in the South, to 59% in the Midwest, to 50% in the Northeast, and 47% in the West. Other key findings from the survey included responses to questions about employer preference for BSN-prepared nurses: respondents from the schools of nursing indicated that 43.7% of hospitals and other healthcare settings are requiring new hires to have a bachelor’s degree in nursing (up 4.6 percentage points since 2012), while 78.6% of employers are expressing a strong preference for BSN program graduates.

Survey results tracking employment of RNs graduating from entry-level master’s programs indicated that 67% of new RNs graduating from entry-level master’s programs had jobs at graduation, and 90% had jobs 4-6 months after completing their studies.

Click HERE for more details on this new AACN data.

National Workforce Survey of Registered Nurses

August 2013

To address the need for current data on the nationwide supply of registered nurses (RNs) (and in light of HRSA’s decision to end their work on the National Sample Survey of Registered Nurses (NSSRN) with their 2008 survey), the National Council of State Boards of Nursing (NCSBN) and the Forum of State Nursing Workforce Centers (Forum) conducted a 2013 National Workforce Survey of RNs. For this 2013 survey, a random sample of RNs (stratified by state) was obtained. The researchers received responses from 42,294 RNs (a response rate of 39%).

Several topic findings were identified as “highlight” areas from the survey: age, gender, racial/ethnic disparity, education, licensing, employment status, position setting and title and other regulatory issues, e.g., the Nurse Licensure Compact. The report indicated an increase in the percentage of respondents (39%) with BSN or higher as their initial education – BSN (36%); graduate degree (3%).

Results regarding education indicate that younger RNs are not choosing to work as a faculty in nursing education programs – 72% of respondents holding a principal position as full-time faculty were 50 years or older. Only 14% were younger than 40 years. Of those with a secondary faculty position, 63% were age 50 or older and 17% were younger than age 40. The topic of racial/ethnic diversity was a prominent one in relation to nurse faculty positions. When researchers examined RN job titles by race/ethnicity, they found that “nurse faculty” had the least diversity (87%, White/Caucasian).

For other highlights and trends from the NCSBN and Forum 2013 survey, please read more HERE.

Assessing Student Intent to Pursue Nurse Faculty Career: Development of the Nurse Educator Scale

July 2013

Published in the current issue of the Journal of Nursing Education, the new Nurse Educator Scale (NES) was designed to assess nursing students’ perception of the nurse faculty role. As part of a larger project examining factors that predict the choice of a nurse faculty career path over clinical options, the NES aims to capture nursing students’ experience and perspective. Read the abstract of the article about NES’s development and preliminary validation HERE.

RWJF Announces New Program for Developing New Generation of Nurse Scientists, Leaders and Faculty

June 2013

The Robert Wood Johnson Foundation (RWJF) announced this month that it is committing $20 million to the Future of Nursing Scholarships, a new program that will provide financial support and professional development to PhD candidates in nursing. The Independence Blue Cross Foundation, as the first partner in this collaborative of diverse funders, is dedicating $450,000 over three years to maximize the reach of the scholarships and address the shortage of PhD-prepared nurse researchers in the U.S. The University of Pennsylvania School of Nursing, which has been designated the RWJF national program office, will begin accepting applications from nursing schools in 2014 and award up to 100 PhD students in the first two years of the program. Click HERE to read more.

Building Blocks of a Dedicated Education Unit Model

May 2013

An article in the May 2013 issue of the Journal of Nursing Education features the Dedicated Education Unit (DEU) model at the University of Portland (UP), an EIN grantee in 2010-2012. In this article, Dr. Susan Moscoto et al. describe the key ingredients of UP’s DEU model, as well as lessons learned from its replication efforts at three other schools of nursing. Read the abstract HERE.

New HRSA Report Explores Nursing Education Capacity

May 2013

In the newly released report titled The U.S. Nursing Workforce: Trends in Supply and Education, the Health Resources and Services Administration (HRSA) analyzed data from various sources over the past decade on the RN and LPN workforce. In addition to presenting the current (2008-2010) workforce characteristics and supplies against those in 2000, the report examines the nation’s nursing education capacity–both for producing new nurses and for enabling RNs to attain higher education. The report indicated a 67 percent increase in the annual number of master’s and doctoral graduate degrees awarded between 2007 and 2011. The annual output of master’s graduates has increased by about 60 percent, and the output of doctoral graduates has more than tripled over the past four years. These increases have implications for the education of the future nursing workforce, as well as for nursing leadership in academic and clinical settings.

Read the report Here.

EIN’s Recent Annual Meeting of Grantees is Profiled in Sharing Nursing’s Knowledge (May 2013)

May 2013

This month’s issue of Sharing Nursing’s Knowledge features a summary of EIN’s third annual grantee meeting held in Portland, Oregon, where national experts, including deans, designers and directors of doctoral education programs, conferred with grantees on a range of topics relevant to nursing education research and scholarship. The meeting included a roundtable discussion focusing on the ways to optimize the contribution of DNP-prepared faculty to nursing education. EIN’s two active cohorts presented research plans and preliminary findings to leaders in graduate nursing education, editors of key nursing journals and communications experts. Click HERE to read more details about the meeting.