Experiences of Midwest Nursing Faculty Decisions to Leave Academia: A Hermeneutic Phenomenological Study

The purpose of this hermeneutic phenomenological study was to explore the lived experiences of Midwest nurses related to their decision to leave academic faculty positions. The theory guiding this study was Herzberg’s motivation-hygiene theory. The motivation-hygiene theory examines the factors that inform the relationship between satisfaction and lack of satisfaction, as well as dissatisfaction and lack of dissatisfaction. Herzberg outlined several motivating factors that influence employees to perform at their best, and several hygiene factors that negatively impact performance. Additionally, Dewey’s experiential learning theory underpinned the study. The lived experience comprises the physical environment, perceptions of the person, and the connections made through the experience. The central question for this study was, what are the lived experiences of Midwest nurses in deciding to leave their academia faculty position? Fifteen nurses in the Midwest who have held full-time or part-time faculty positions for at least one academic year, have a registered nursing license, and have voluntarily left their position in academia were sought as participants. A site was not utilized, as participants were included because they had left their academic positions. Data were collected using face-to-face, semi-structured interviews, field notes, and reflective journaling. Data were analyzed using van Manen’s six research activities, which share circular patterned similarities to the hermeneutic circle. Six themes were identified: the impact of COVID-19, self-worth, expectations of nursing faculty, feeling misunderstood, and academic politics. Two outlying themes were identified: exit interviews and new faculty orientation. Implications for policy and practice include protecting work-life balance, encouraging mind-body-spirit initiatives, increasing compensation, and revising retention policies.