Date of Award

Spring 2023

Degree Type


Degree Name

Doctor of Philosophy (PhD)


Leadership and Advanced Nursing Practice

Committee Chair

Dr. Lachel Story

Committee Chair School

Leadership and Advanced Nursing Practice

Committee Member 2

Dr. Bonnie Harbaugh

Committee Member 2 School

Leadership and Advanced Nursing Practice

Committee Member 3

Dr. Mayantoinette Watson

Committee Member 3 School

Professional Nursing Practice

Committee Member 4

Dr. Hwanseok Choi

Committee Member 4 School

Health Professions


The COVID-19 pandemic impacted all of society to varying degrees; this impact was especially true in higher education due to an overnight transition to distance learning and incessant pivots to meet new guidelines and overcome obstacles. Nursing faculty were significantly impacted due to the responsibility of producing safe, qualified, competent practitioners to provide care in the clinical setting. The limitations in or exclusions from clinical experiences combined with the fact that faculty were managing personal concerns and had never encountered these unprecedented conditions exacerbated the challenge of preparing new nurses. This study was critical due to the faculty role and a growing faculty and nursing workforce shortage which poses a threat to the health and well-being of society (American Association of Colleges of Nursing (AACN), 2020; Auerbach et al., 2022; Zhang et al., 2018).

A convenience sample of 81 nursing faculty teaching from January 2020 to January 2023 at all levels throughout the United States. A retrospective pre-test post-test design was used to examine the lasting impact of issues imposed by the COVID-19 pandemic on nursing faculty stress, coping, and intent to leave the profession, compared to the initial onset. Lazarus and Folkman’s (1984) transactional model of stress and coping served as the theoretical framework. Faculty’s responses to the instruments and open-ended questions aimed to provide implications for future research and practice regarding the lasting impact of COVID-19 on faculty-identified concerns; program development/implementation; and resource attainment for faculty support, recruitment, and retention.

Adaptations of the Cohen Perceived Stress Scale, the State Trait Anxiety Inventory (STAI®), and single-item indicators were used to measure the variables (Cohen et al., 1983; Spielberger et al., 1983; Youngblut & Casper, 1993). Open-ended questions allowed for elaboration and insight into faculty experiences. Data were analyzed using bivariate analyses, descriptives, and content analyses. The data from the instruments and comments of faculty were triangulated to further validate the responses. The findings were significant regarding contributing factors to nursing faculty stress and coping in the ongoing pandemic, alignment with the transactional model of stress and coping, and identified recommendations for research and action.