Two-Year Institution Part-Time Nurse Faculty Experiences During Role Transition and Identity Development: A Phenomenological Study

Abstract

A model emerged, Process of Role Transition and Professional Identity Formation for Part-Time Clinical Instructors at Two-Year Institutions, that is potentially useful for administrators in developing individualized orientation and professional development programs.

Strategies Adopted by Novice Nurse Educators to Facilitate Their Transition From Practice to Academia: A Qualitative Study in Ghana

“…It was evident that NNEs learned a lot about their novel profession through these workshops and conferences but these workshops were on broad topics and not based on the individual needs of participants. These findings corroborate existing scholarly studies (Mulaudzi et al, 2014; Owens, 2018; Shapiro, 2018). This finding is not different from a phenomenological study in Iran where Iranian novice faculty members had to attend a set of educational workshops on teaching and assessment methods to facilitate their transition process (Heydari et al, 2015).…”

“…The critical role of nurse educators in preparing the nursing workforce justifies much more comprehensive strategies to support their adaptation to faculty (World Health Organization, 2006). To successfully transition from the nurse-patient role to the teacher-student role, novices need satisfactory mentorship support (Kalensky & Hande, 2017;Lynch et al, 2017;Seekoe, 2016), individualized faculty orientation support (McKinley, 2009;Ross & Silver Dunker, 2019), adequate pedagogical skills training (Booth et al, 2016), higher nursing degrees (Owens, 2018) among others. However, without the requisite support and guidance, novice nurse educators (NNEs) encounter difficulties in transitioning from their role at the bedside to the classroom and consequently adopt some self-inspired and informal coping strategies to facilitate their transition into academia (Schoening, 2013).…”

Easing the transition from nurse clinician to nurse educator in Ghana: Exploring novice nurse educators' perspectives

“…They believed that enrolling for a PGDE would enable novices to gain insight into how to handle a class, classroom control, basic teaching methodology and how to manage difficult students. As pointed out by earlier studies (Booth et al, 2016 ; Flanigan, 2016 ; Owens, 2018 ) obtaining pedagogical preparation is critical to easing the transition and aids the development of instructor skills. The results of some integrative reviews have also overwhelmingly endorsed obtaining pedagogical preparation to ease the transition (Fritz, 2018 ; Grassley & Lambe, 2015 ).…”

“…In developing an orientation program for new nursing faculty, their unique needs must be considered (Ross & Silver Dunker, 2019). Hence, we recommend the creation and continuous (Booth et al, 2016;Flanigan, 2016;Owens, 2018) obtaining pedagogical preparation is critical to easing the transition and aids the development of instructor skills. The results of some integrative reviews have also overwhelmingly endorsed obtaining pedagogical preparation to ease the transition (Fritz, 2018;Grassley & Lambe, 2015).…”

Academy of Clinical Essentials

“…Their participants also expressed challenges related to grading and academic expectations, as well as experiencing professional development opportunities. Likewise, Owens 7 describes role transition themes related to communication, support, and professional development. Clinical instructors in ACE also described similar challenges and needs.…”