The purpose of this hermeneutic phenomenological research study was to assess the lived experience of seeking tenure while teaching and practicing at the bedside and to identify how a sense of balance was maintained throughout the process. Six nursing faculty were interviewed while actively seeking tenure or within 2 years after seeking tenure. Four themes were identified and will be discussed. The process of tenure is a stressful time for faculty and even more stressful when the faculty try to balance the demands for academe with clinical scholarship. These participants felt that their clinical practice was recognized or valued only when it was of benefit to the academic institution. In many institutions, creativity must be utilized to enhance the tenure portfolio.
Background: Certified nursing assistants (CNAs) provide vital care to patients in a variety of care settings, yet little is known about their transition and transfer of learning to baccalaureate nursing education. Faculty play a key role in helping them successfully progress through their educational journey. Procedure: Using a qualitative descriptive design, semi-structured interviews of eight CNAs enrolled in U.S. schools in the south-central region of Pennsylvania were conducted. Data were analyzed using content and thematic analysis.Results: The influence of prior health care experience afforded participants confidence in their transition to BSN education, as well as accelerated learning.Three themes emerged from participant data related to transfer of learning: jumping in and demonstrating confidence from the beginning, learning from a foundation to transform my thinking from tasks to process, and merging new learning into practice.
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