Role Transition of Clinical Nurse Educators Employed in Both Clinical and Faculty Positions

Wenner, Teresa A.; Hakim, Amy Cooper

doi:10.1097/01.nep.0000000000000468

Cited by 14 publications

(12 citation statements)

References 8 publications

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“…Further, current literature supports that the value of mentoring is well established throughout nursing and nursing education as well as other healthcare disciplines 6,7,9,13,15 . Yet, many adjunct faculties in nursing education report that they were not properly mentored or did not receive any mentoring at all 19 .…”

Section: Discussionmentioning

confidence: 86%

“…In addition to good communication skills, the mentor or mentoring program should also consider what is communicated. Many first-time clinical educators transitioning from the bedside cite lack of information related to how to teach and lack of communication from full-time faculty members as obstacles they face 13 . Purposeful communication can also influence success and was identified within the literature as a way to help provide purposeful reflection and raise self-awareness in new faculty members 22 .…”

Section: Discussionmentioning

confidence: 99%

“…This can be a source of stress for clinical adjunct faculty while they are decreasing stress for the full-time faculty members they are supporting 12 . Many first-time clinical educators transitioning from the bedside cite lack of information related to how to teach and lack of communication from full-time faculty members as obstacles they face 13 .…”

Section: The Role Of the Clinical Adjunct Facultymentioning

confidence: 99%

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Clinical Adjunct Nursing Faculty Virtual Mentoring Experience:A Qualitative Study

Reyes¹

2021

ijsshr

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Nursing and nursing education have been surrounded by discussions of shortages for many years. The United States lacks qualified nurses to care for its aging and increasing acutely ill population. The lack of qualified nurses stems back to several issues, at the forefront, a lack of qualified nurse educators. Due to the demand for skilled and competent nursing faculty, schools of nursing have been utilizing bedside nurses to teach in the clinical setting. While many are experienced bedside nurses, they may not be formally prepared to teach students. Clinical adjunct nursing faculty are also unique because they may never step foot on a college or school of nursing campus, teaching exclusively at the clinical site. This can lead to feelings of stress and lack of support from the other faculty members. It may also make it difficult to help prepare and guide clinical adjunct faculty as they teach and encounter educational issues without proper training. Mentoring is routinely cited as valuable to new faculty transitioning to the education role. The purpose of this study was to explore a new trend in mentoring, virtual mentoring, and determine if it is of value to clinical adjunct nursing faculty. Guided by a basic qualitative research design, eleven clinical adjunct faculty who have experienced virtual mentoring were interviewed in order to gather their perspective of the process and formulate interventions that may enhance the virtual mentoring process for this faculty population.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: The Role Of the Clinical Adjunct Facultymentioning

confidence: 99%

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Clinical Adjunct Nursing Faculty Virtual Mentoring Experience:A Qualitative Study

Reyes¹

2021

ijsshr

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“…The modern phenomena of the part time academic and part time clinician was examined where work-role transition was multifactorial and highly individualised. [37] The seven themes they identified included different backgrounds and experiences; support and guidance; challenges; the maintenance of two work roles; the influence of prior experience and personal attributes. Role confusion was exacerbated when a nurse served in more than one role in the same unit, such as being both a clinical RN and a clinical nursing educator.…”

Section: Negative Experiencesmentioning

confidence: 99%

Transitioning from registered nurse to clinical nurse educator in the year of the nurse and midwife

Heathcote

Green²

2020

JNEP

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Clinical nurse educators provide educational support for clinicians delivering direct patient care. This is an important function that demonstrably increases the application of Evidence Based Practice. The transition from registered nurse to clinical nurse educator is examined in a pragmatic way to offer assistance to those effected by the role change. This paper has ultilized an integrative review to examine literature about the transition from registered nurse to clinical nurse educator. Numerous aspects of the transition are considered including some of the changes that are occurring and their potential impact. Negative experiences that may be encountered have been explored and strategies suggested to ameliorate them. Discussion has been provided on the importance of professional development, self-understanding and reflective practice. Consideration is given to orientation and communication, the competence required, and the benefits of collegial relationships. The very presence of a high performing clinical nurse educator can also have a direct effect on the culture of a workplace to encourage nurses towards professional growth by providing ongoing learning through organisational and self-directed education. The purpose of this paper is to provide some practical insights and strategies for assisting this transition, particularly in the year of the nurse and midwife.

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“…One of the innovative strategies for lling, the nursing educator's job vacancies are recruiting part-time CNIs to educate students in clinical setting [12]. They are expert in clinical practice but lack formal knowledge, skills and attitudes to teach and evaluate students, which has negatively affected the development of their successful behaviors in clinical education and the quality of educational experience [13]. They need for supplementary education to update their competencies [14].…”

Section: Introductionmentioning

confidence: 99%

Nursing Instructors’ Perception of Clinical Education Competencies: A Qualitative Study

Beiranvand

Kermanshahi

Memarian

2021

Preprint

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Background: Clinical education competencies are a core requirement for clinical nurse instructors, contributing toward better the learning outcomes of students in the clinical settings. Awareness of nursing instructor's perception is essential for designing nursing professional development programs. This study aimed to explore nursing clinical instructors’ perception of the essential competencies for clinical education. Methods: A qualitative design, based on the content analysis approach was used. Eighteen clinical nursing instructors and five nursing students from Lorestan University of Medical Science(LUMS), were selected via a purposeful sampling method. Data were collected using a semi structured in-depth interview method, from October 2018 to February 2019. The interviews were recorded, transcribed verbatim, and analyzed with using Graneheim and Lundman methods. Results: Analysis of nursing instructors' perceptions of clinical education competencies identified four main categories and eight sub-categories. The main categories included; (I) tasks oriented education; (II) guiding and supporting nursing students; (III) organizing communication skills and (IV) professional-ethical role modeling Conclusions Although academic clinical faculties and part time clinical nursing instructors reported a high level of knowledge and confidence in their ability to establish communication skills, role modeling and nursing students’ supervision, Part time clinical nursing instructors, also identified the need for additional support for their clinical teaching roles. They were not prepared enough for clinical teaching roles; their perception of clinical educational skills was tasks oriented education. The development, implementation, and evaluation of curriculum based on clinical competency with structured mentoring processes for part time clinical nursing instructors are recommended, in order to meet the knowledge gap that has been created.

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Role Transition of Clinical Nurse Educators Employed in Both Clinical and Faculty Positions

Cited by 14 publications

References 8 publications

Clinical Adjunct Nursing Faculty Virtual Mentoring Experience:A Qualitative Study

Clinical Adjunct Nursing Faculty Virtual Mentoring Experience:A Qualitative Study

Transitioning from registered nurse to clinical nurse educator in the year of the nurse and midwife

Nursing Instructors’ Perception of Clinical Education Competencies: A Qualitative Study

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