AIM The aim of this study was to explore how nurses experienced the role transition from clinical expert to part-time clinical faculty member when they worked in both a clinical and academic setting. BACKGROUND In response to the current nurse faculty shortage and the anticipated return of a nationwide shortage of registered nurses, the use of part-time clinical nurse educators has been increasing. METHOD Fourteen RNs were interviewed using online video conferencing for this qualitative phenomenological study. RESULTS Study findings revealed seven key themes: different background-different experiences, guidance and support, challenges along the way, maintaining two work roles, influences of prior work experience, influence of personal attributes, and recommendations for successful transition. CONCLUSION This work-role transition was found to be highly individualized and multifactorial. Results of the study may be beneficial in future administrative decision-making.
Despite the increase of seminary training, Black clergywomen continuously undergo subjugation, degradation, and humiliation in ministry leadership due to gender and race bias by clergymen. This article reports the findings of a qualitative study that examined the experiences of Black clergywomen regarding obstacles in ministry leadership and how these clergywomen ascribed meaning to their experiences. The two primary research questions were, "What are the experiences of Black clergywomen regarding obstacles in ministry leadership?" and "How do Black clergywomen attribute meaning to their experiences regarding obstacles in ministry leadership?" The results of the study indicated that bias of gender exists among clergymen; however, the Black clergywomen learned to embrace the experiences and learned from them. The conclusion of this article includes a discussion regarding the practical implications of the education of clergymen and clergywomen, and the re-evaluation of the perception of Black clergywomen and their experiences. The purpose of this qualitative study was to explore the experiences of Black clergywomen pertaining to challenges in clergy leadership and to explore how Black clergywomen attributed meaning to their experiences regarding challenges in ministry leadership.
Background Part-time clinical nurse educators who simultaneously work in both a clinical and an academic setting experience a unique work-role transition. Identifying and addressing their needs during this time may assist in new faculty retention. Purpose As part of a larger study examining the work-role transition of part-time clinical nurse faculty, a specific research question was developed to determine how these individuals experience the phases of the Nurse Educator Transition (NET) model. Methods This qualitative phenomenological study used both purposive and snowball sampling to recruit 14 RNs who were part-time clinical educators. Results Study findings validated all 4 phases of the NET model. In addition, several participants indicated a sense of returning to the first 2 phases of transition at the beginning of new semesters and courses. Conclusion The NET model is applicable to the part-time clinical nurse educator population. This theory can be used as a framework to design orientation and mentorship programs that specifically target part-time clinical nurse educators.
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