Filling faculty positions

I agree wholeheartedly with Karen Taylor's letter (July/August 2002). One cannot be as effective teaching nurses without the actual experience of doing what he/she is teaching. I was fortunate to learn community health nursing from a dedicated former community health nurse/MSN. I learned research in nursing from a PhD, who had done research and shared it with her students, including the difficulties of research. Most of the instructors in the Bemidji State University Department of Nursing have valuable, meaningful experience in nursing, and this is evident in the depth and sincerity of their teaching.

In addition, many of the nurses I have worked with, as Ms. Taylor mentioned, have more knowledge of real-life situations, real cultural competence from actual interactions, and the compassion gained from the lived experience of nursing, than will the nurse who has spent many years in academia alone.

It also takes many years of real nursing to internalize all one has learned and to put it into practice Ð anyone who attempts to teach what one has only just learned herself is no more than spitting out unprocessed information.

Sandra Douglass, RN, CRRN, PHN
Minnesota Nurses Association

After reading Karen Taylor's rebuttal to Mei R. Fu's letter on preparation for a faculty position (July/August 2002), I am compelled to respond. In this most tenuous time for our profession, the practice of "eating our young" should be extinct. The shortage of nurse educators is fast approaching a critical level, and like nurses, good educators should be nurtured. Teaching, as nursing, is a calling. As educators, we are prepared in instruction, curriculum formation and evaluation, as well as research. Continued practice "in the field" is mandatory to keep pace with our ever-changing technology. Ms. Fu's accomplishments should be commended and her direction into education be encouraged by all of nursing. Her ability to teach will be well evaluated at whatever university will have the fortune to employ her. On the other hand, Ms. Taylor's 40-year experience is invaluable, and her contribution to formal education is essential. I urge Ms. Taylor, as well as all experienced clinicians, to contact local schools of nursing to form partnerships to preceptor our students. Formal educators and expert clinicians working together will formulate a solid body of knowledge for our students and ensure nursing continues to be the cornerstone of health care.

Stephanie S. Pierce, MN, RN
Louisiana State Nurses Association

I was concerned about a recent letter (July/August 2002), although not shocked. Karen Taylor appears to hold a similar opinion as many nurses in clinical practice that nurse educators with advanced degrees cannot teach nursing if they are not actively in "clinical practice." Nursing education is a nursing practice area of expertise. Granted, Ms. Taylor makes a good point that ... the doctoral student who graduated with a BSN and plans to complete graduate school and doctoral education in a mere 5 years could have difficulty providing personal clinical experiences. However, I am concerned about the negative tone of her letter, which implied that the "very important pieces of paper" and "needed degrees" are not necessary to teach nursing if you have 40 years of clinical experience. Designing classes and experiences to help students to think was not part of my clinical practice prior to earning my master's degree. In my experience as a nurse educator, I do clinical practice with students. It not only entails directing students in clinical practice but also helping them to think and understand the multidimensional aspects of nursing. My advanced degrees that required learning educational theories, methods and evaluation are what help me to assist nursing students to acquire nursing skills and knowledge. Advanced degrees are required by "monitoring organizations" for good reasons. Forty years of clinical practice does not give you the right to teach, but to take pride in providing skilled nursing care to individuals in need. Teaching nursing is not the same as clinical practice. I do not want to imply that teaching nursing is any better than clinical practice, but they are not the same. I hope Ms. Taylor's circumstances change in the near future to allow her to pursue an advanced degree and achieve her goal of teaching nursing students. Then maybe she will see the difference and value in each area of practice.

Christine Thomas, DNS(c), RN
Pennsylvania State Nurses Association

CRNA pay not as high as reported

As a CRNA, I read your report regarding CRNA salaries with interest (May/June 2002). I and my colleagues would like to know where these CRNAs make $180,000. We would be interested in applying for work. I went to the Allied Consulting Web page. It does not specify details of the survey. The Allied survey indicates that the average CRNA salary in 1998 was $104,000. The American Association of Nurse Anesthetists (AANA) does an annual demographic study of its members. The AANA represents 90 percent of the CRNAs in America. In 1998 the AANA study indicated the median income of a full time CRNA was $94,000. Allied's data is slightly inflated from the actual facts.

The Allied Consulting survey indicates the average CRNA salary was $118,000 in 2001. This is $22,000 less than compensation offered to family physicians and pediatricians, using Allied's data. Average income information does not make headlines, does it?

Gail LaPointe, CRNA
Michigan Nurses Association

"Letters to the Editor" are welcome and should be submitted to Editor, The American Nurse, ANA, 600 Maryland Ave., SW, Suite 100 W., Washington, DC 20024; fax (202) 651-7005 or e-mail: taneditor@ana.org. We reserve the right to edit submissions. Opinions expressed in the editorial section are not necessarily endorsed by the American Nurses Association.