What you’ll learn in this article…
- Georgia projects a 20% nursing shortage by 2038, second-highest nationally.
- Mercer and UGA opening new nursing schools creates immediate faculty openings.
- Nationally, 93,000 qualified applicants were turned away due to faculty shortages.
Nearly 93,000 qualified nursing school applicants were turned away in the most recent year, even as new programs launch to address a deepening workforce crisis. In Georgia, Mercer University and the University of Georgia are opening schools to combat a projected 20% nurse shortage by 2038, yet the state already faces a 10% nursing faculty shortage. For nurse educators, these expansions signal more than increased student access: they represent immediate opportunities to shape curriculum, design clinical partnerships, and build faculty teams from the ground up.
Why New Nursing Schools Are Opening Now, and Where
Across the United States, nursing schools are expanding at a pace not seen in decades, driven by a severe workforce shortage that shows no signs of easing. New programs and campus extensions are launching with the explicit goal of filling the gap, but for nurse educators, this moment is both a professional opportunity and a call to evaluate whether these new ventures can weather the challenges ahead.
The Numbers Behind the Expansion
Data from the American Association of Colleges of Nursing reveals that entry-level BSN enrollment rose 7.6% in the 2025-2026 academic year, while graduate and doctoral programs also posted steady gains.1 Yet the most telling figure is the nearly 93,000 qualified applicants who were turned away from nursing programs in a single year.2 Of those, 18% were applicants to graduate-level programs, signaling a pipeline logjam that stretches from prelicensure to advanced practice. This bottleneck is a direct consequence of nursing faculty shortage, limited clinical placement sites, and classroom constraints.
Georgia embodies these pressures in sharp detail. The state has just 8.47 registered nurses per 1,000 residents, well below the national average of 9.43. During the COVID-19 pandemic, 13% of Georgia nurses left or retired, compared to 10% nationally. These losses have accelerated the expansion of nursing education in the region, but the pattern is echoed from coast to coast.
New Programs Take Root Across the Country
Beyond Georgia, a wave of new nursing schools and program expansions is reshaping the educational map. In 2025 alone, more than 70 nursing programs opened, expanded, or ended, with the vast majority representing new or growing initiatives.3 Examples include James Madison University's expedited one-year BSN pathway in Virginia, Northeastern University's accelerated BSN hub in Fall River, Massachusetts, and the University of New Hampshire's consolidation of programs into a new School of Nursing. Fortis College launched a licensed practical nurse program in Salt Lake City, while the University of South Florida at St. Petersburg enrolled its first cohort of 85 students in a new four-year nursing program. Looking ahead, Grace College in Indiana will welcome its first BSN class in fall 2026, and the Medical University of South Carolina plans an acute care pediatric nurse practitioner program for the same year.
These investments are not evenly distributed. States with high projected shortages, like Georgia, California, and North Carolina, are seeing the most concentrated activity, but smaller programs in less populous states are also emerging to address rural and specialized care gaps.
Opportunity and Risk for Nurse Educators
For nurse educators, each new school represents a direct increase in demand for qualified faculty. Georgia already faces a 10% faculty shortage, and the national picture demands more instructors across all levels. The growth in graduate programs, which train future faculty themselves, is particularly urgent: with 18% of turned-away applicants seeking a graduate degree, new positions for experienced educators are opening in curriculum design, simulation labs, and accreditation coordination. Understanding where nurse educators are needed most can help faculty weigh relocation or partnership decisions strategically.
Yet not every program will succeed. Accreditation is a multi-year process that requires stable funding, robust clinical partnerships in nursing education, and a strong institutional commitment. Programs that move too quickly or underestimate regulatory hurdles may fail, leaving faculty and students in limbo. Educators considering a move to a new or expanding school should examine the institution's strategic plan, financial backing, and leadership team carefully. The expansion wave is real, but it carries both promise and caution for those who will shape the next generation of nurses.
Georgia's New Nursing Programs: Mercer University and UGA
New nursing school expansions in Georgia are not just about capacity gains. They signal a deliberate investment in the educator pipeline that could reshape faculty recruitment across the Southeast.
Mercer University's Macon Campus
Mercer University opened its Macon nursing campus, with the first cohort set to graduate in 2026. Under the leadership of Dean Tammy Barbé, this expansion highlights how private institutions are stepping up to address regional workforce shortages. The Macon program is designed to produce practice-ready BSN graduates, easing the pressure on nearby clinical sites while creating immediate demand for experienced nurse educators who can teach in both classroom and clinical settings. For nursing professionals considering a transition into academia, Mercer's growth means new faculty lines in areas like adult health, pediatrics, and simulation-based learning. The private-university model also brings flexibility: smaller class sizes and mission-driven funding can support innovative curriculum design that appeals to educators seeking a more intimate teaching environment.
University of Georgia's Landmark Nursing School
The University of Georgia announced its first nursing school in 2025, with the inaugural class enrolling in January 2027. Founding Dean Carolyn Clevenger is overseeing the development of a program that will eventually accommodate up to 500 students in a state-of-the-art facility slated to open in fall 2029. Importantly, UGA plans to launch DNP nurse educator programs within five years. This move directly targets the faculty pipeline: by producing PhD-prepared nurses and DNP educators, UGA can help replenish the very instructors needed to sustain its own growth and that of other programs statewide. For current and aspiring educators, UGA's educator track represents a clear career pathway from clinical practice to leadership in nursing education. The timing is critical: with Georgia facing a 10% nursing faculty shortage,1 the need for homegrown doctoral graduates has never been more urgent.
The Bigger Picture: Faculty Recruitment in a Shortage State
Georgia's nursing educator deficit exists within a broader crisis. The state is projected to have a 20% registered nurse shortage by 2038, tied with North Carolina for the second-highest in the nation behind California at 22%.1 The COVID-19 pandemic accelerated losses, with 13% of Georgia nurses leaving or retiring compared to 10% nationally.1 These numbers underscore why new schools must prioritize nursing faculty shortage solutions as much as student enrollment. Mercer and UGA are not simply adding seats; they are building the infrastructure, through doctoral programs and clinical partnerships, to attract and retain teaching talent. For nurse educators considering relocation or a career shift, Georgia's expansions offer a rare alignment of opportunity and need: positions in new programs with a mandate to shape curriculum from the ground up, paired with institutional commitments to support advanced degrees and research.
Georgia's Nursing Crisis at a Glance
Georgia’s nursing workforce faces a critical shortage, driven by a perfect storm of low RN density, high burnout, and insufficient faculty. These numbers reveal why the state has become a focal point for new nursing school openings and aggressive recruitment.
The Faculty Shortage Behind the Student Shortage
Every year, nursing schools turn away tens of thousands of qualified applicants. While lack of classroom space and clinical placements play a role, one barrier consistently rises to the top: not enough faculty to teach them. Understanding the scope and causes of this shortage is the first step for any nurse considering a move into education, because demand for your skills has never been higher.
The National Landscape of Faculty Vacancies
The American Association of Colleges of Nursing (AACN) conducts an annual survey that captures the depth of the problem. While exact figures shift year to year, a consistent pattern emerges: nursing schools report hundreds of unfilled full-time faculty positions, and most programs attribute their inability to expand enrollment directly to these vacancies. The Bureau of Labor Statistics (BLS) tracks postsecondary nursing instructor employment and salaries, showing steady growth projections that outpace the supply of qualified candidates. Doctoral programs produce too few graduates, and the professorate is aging: many faculty members are nearing retirement, creating a pipeline crisis that won't resolve itself overnight. The nurse educator faculty vacancies by state data makes clear that this is not a localized problem but a nationwide pattern with regional pressure points.
Why Fewer Nurses Choose Academia
The most common reason experienced clinicians pause when considering a faculty role is the salary gap. Clinical nurses with advanced degrees can often earn significantly more at the bedside or in advanced practice than in a classroom. Nurse educator positions require at least a master's degree, and most four-year institutions now expect a doctorate for tenure-track roles, yet compensation hasn't kept pace with clinical counterparts. Add in publication requirements, committee work, and the emotional labor of teaching, and the value proposition can feel thin. For many, the decision isn't a lack of interest but a very real financial calculation.
Incentives and Solutions for Recruiting Educators
In response, more schools and states are getting creative. Loan forgiveness programs, tuition reimbursement for doctoral studies, and sign-on bonuses for faculty in high-need specialties are becoming more common. Some institutions offer flexible roles that let educators maintain a clinical practice part-time while teaching, bridging the income gap. Professional organizations like the National League for Nursing (NLN) and the American Nurses Association (ANA) publish salary reports and advocate for workforce development grants. For nurses who want to teach but feel the financial pull, these resources can help frame the conversation. Nurses weighing the financial trade-off may also find that affordable nurse educator DNP programs reduce the upfront cost of the credentials four-year institutions require.
Resources for Tracking Faculty Demand
If you're exploring a move into education, begin with the AACN's vacancy survey summaries and the BLS Occupational Outlook Handbook for nursing instructors. Individual school websites often list open positions, salary bands, and benefits openly, and their human resources departments can speak to local recruitment incentives. The NLN offers faculty development programs and career centers, while state nursing workforce centers can give you a regional picture. The fact is, the student shortage you read about is largely a reflection of the faculty shortage, and that means opportunity. Every unfilled faculty line is a door waiting for the right nurse to walk through.
How New Nursing Programs Handle Accreditation and Clinical Placements
For a new nursing program, the path to full accreditation typically spans 18 to 30 months, depending on whether the program pursues CCNE or ACEN review. Both agencies require evidence of secured clinical sites before granting initial approval, making clinical placements a central hurdle. Understanding the timeline and the safeguards in place helps nurse educators evaluate whether a pre-accreditation role aligns with their career goals.
The Accreditation Timeline
CCNE accreditation begins with a new applicant status after the program submits a letter of intent and fee.1 The program must enroll students for at least one year before a site visit can occur, and the visit is scheduled roughly a year in advance. After a successful review, initial accreditation is granted for five years. The cycle, from application to board decision, generally takes 18 to 24 months.1 ACEN follows a similar rhythm but with a candidacy phase that can last up to two years.2 ACEN candidacy requires state regulatory approval and institutional accreditation first.3 Once approved, candidacy is effective for up to two years, during which the program prepares for an initial accreditation evaluation. In both models, initial accreditation can be retroactive to the date of candidacy approval, protecting the first cohort of graduates if the program meets standards.2
Clinical Placement Challenges for Emerging Programs
Securing clinical placements is one of the most scrutinized elements during accreditation review. Both CCNE and ACEN require documented contracts or memoranda of understanding with healthcare facilities for each clinical course.4 The clinical placement evaluation for nursing students is assessed during site visits, including the program's contingency plans if a site falls through. In saturated markets, new programs often face resistance from hospitals already hosting students from established schools. To overcome this, many emerging programs rely on simulation-based education to meet a portion of clinical hours, in alignment with state board allowances. Some join clinical consortiums that pool sites across multiple nursing programs, while others partner with community health clinics or telehealth services to diversify placement options.
Risks and Questions for Faculty Candidates
Joining a nursing program before it secures initial accreditation involves career risks. If accreditation is delayed or denied, the program may be unable to graduate licensure-eligible students, threatening its viability and faculty positions. However, early-stage programs can offer real opportunities for curriculum innovation and nursing educator leadership. Before accepting a position, ask: What is the exact stage of the accreditation process? Has the program received candidacy or new applicant status? How are clinical sites being developed, and are contracts in place? What contingency plans exist if a clinical partner withdraws?
Practical Steps for Evaluating a Pre-Accreditation Opportunity
- Verify candidacy status: Confirm whether the program holds official candidacy from ACEN or new applicant status from CCNE. Without these, students may struggle to transfer credits or access federal financial aid.
- Review the clinical placement strategy: Ask for a list of signed clinical contracts and the program's simulation usage policy. A well-prepared program will have multiple sites and a clear plan for expansion.
- Assess institutional support: Look at whether the parent institution has a track record of launching health science programs and is investing in simulation labs, faculty development, and student support.
Related Articles
How New Nursing Programs Earn Accreditation
Accreditation is a multi-year process that ensures new nursing programs meet rigorous educational standards. The timeline below outlines the typical pathway from initial application to full approval, based on CCNE and ACEN processes.
Legislative and Policy Changes Shaping Nursing Education Expansion
With a 10% nursing faculty shortage in Georgia, the state's Top State for Talent Act mandates seamless transfer for associate-degree nursing (ADN) graduates into BSN programs, but that transition requires more faculty who can teach across both levels. For nurse educators, this single policy opens doors to roles that did not exist a year ago.
Georgia's Top State for Talent Act Creates Transfer Pathways
The Top State for Talent Act removes credit-loss barriers by aligning curricula between ADN and BSN programs. For faculty, this means sitting on articulation committees, redesigning course sequences, and developing shared competency assessments. Educators who understand both the two-year and four-year nursing education curriculum landscapes are suddenly in high demand to bridge the gap. These coordination roles often come with leadership opportunities and the chance to shape statewide education standards.
Pennsylvania Funds Faculty Hiring and Capacity Expansion
Pennsylvania Senate Bill 998, passed in April 2026, created the Nurse Education Capacity Expansion Grant Program.2 Administered by the Department of Community and Economic Development, the program provides direct funding to nursing schools for expanding classroom capacity, improving training infrastructure, and hiring additional nursing faculty.3 Grantees must meet benchmarks tied to graduation rates, NCLEX pass rates, and job placement outcomes,2 which creates a parallel need for faculty involved in program evaluation and student success initiatives. For educators, this translates into new full-time faculty lines, adjunct opportunities, and administrative tracks focused on compliance and quality improvement.
Texas Increases Transparency to Guide Faculty Recruitment
While Texas Senate Bill 2058 carried minimal fiscal impact, it amended the Education Code to require all nursing education programs to post links to the most recent workforce reports from the Texas Center for Nursing Workforce Studies on their homepages.4 This straightforward mandate raises awareness of regional supply-and-demand data, helping educators pinpoint where faculty shortages are most acute and where new programs are likely to emerge. For faculty considering relocation, this publicly available data becomes a career-planning tool, signaling which areas of the state are poised for growth and hiring.
New Roles Emerge from Policy-Driven Demand
These legislative actions don't just fund existing slots, they create entirely new categories of work. Articulation agreement oversight, shared curriculum development across ADN and BSN programs, bridge-course instruction, and grant-funded program evaluation all represent job descriptions that were rare five years ago. For nurse educators considering a career change, the policy landscape in 2026 offers a direct path to advancement while addressing the root causes of the nursing shortage.
What to Evaluate Before Joining a New Nursing Program
Deciding between a startup and an established program requires careful consideration of both professional growth and stability. New nursing schools like those in Georgia present exciting chances to build something meaningful, but they also carry inherent risks. Use this comparison to evaluate your priorities before accepting a position.
Pros
- Opportunity to shape curriculum and program philosophy from inception, influencing future nursing education standards.
- Ground-floor leadership roles allow rapid career advancement into positions like department chair or program director.
- New programs often offer competitive startup incentive packages, including research support and higher initial salaries.
- Rising demand for nurse educators means securing a permanent faculty role as the program grows.
Cons
- Accreditation status is provisional, and failure to secure full approval could jeopardize your position and program continuity.
- Administrative structures may be fluid, leading to frequent policy changes and lack of institutional support.
- Clinical placement agreements are often untested, risking inadequate student training sites and extra coordination burden for faculty.
- Launch-phase workloads are significantly heavier, requiring curriculum development, policy drafting, and student recruitment on top of teaching.
Where Nursing Faculty Demand Is Highest: Regional Growth Trends
The geography of nursing faculty demand is shifting decisively toward the Southeast and Sun Belt, where new program launches and projected workforce gaps intersect to create urgent hiring needs.
The Southeast Leads the Expansion Race
Georgia, North Carolina, and Florida are at the center of this wave. Georgia alone faces a projected 20% nursing shortage by 2038, tied with North Carolina for the second worst in the nation, while California tops the list at 22%. But California's high cost of living and saturated academic market make the Southeast a more accessible frontier. New schools like Mercer University's Macon campus and the upcoming University of Georgia School of Nursing amplify the call for qualified educators, particularly in adult health, pediatrics, and mental health specialties. Understanding nurse educator demand by state can help you assess where your credentials carry the most weight.
Where Compensation and Cost of Living Align
Relocating educators will find the best combination of demand, pay, and affordability in states like Georgia, North Carolina, and Texas. Many institutions in these regions are sweetening offers with sign-on bonuses, relocation assistance, and accelerated tenure tracks to compete for a limited pool of doctoral-prepared faculty. While salaries may not match coastal metropolitan highs, the purchasing power is often stronger. For example, a nurse educator in Atlanta or Charlotte can stretch a salary further than in San Francisco or New York, while still benefiting from robust academic growth and state-supported tuition assistance for graduate study. Reviewing nurse educator salary data by state can sharpen your relocation calculus considerably.
Building the Faculty Pipeline from Within
The most forward-looking expansions are planning to grow their own. The University of Georgia has announced doctoral-level nurse educator programs slated to launch within five years of the school's opening. This model directly attacks the 10% faculty shortage Georgia currently faces and could serve as a blueprint for other states. By creating seamless pathways from BSN to PhD or DNP with an education focus, new institutions are not just recruiting faculty, they are cultivating a sustainable pipeline. For nurse educators, this signals not only immediate job openings but also long-term opportunities to shape curriculum and mentor the next generation of instructors. Strategies for building nursing student pipelines are increasingly central to how growing programs plan their faculty investments.
