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

Two-Year Institution Part-Time Nurse Faculty Experiences During Role Transition and Identity... AIM This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. BACKGROUND Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. METHOD A phenomenological study was used to explore the faculty role transition experiences. RESULTS Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. CONCLUSION 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. KEY WORDS Part-Time Nurse Faculty – Professional Identity – Role Transition – Transformative Learning – Two-Year Institutions relicensure two-year institution nursing programs in the United BACKGROUND States are experiencing a significant shortage of full-time fac- When nurses begin careers as educators at four-year institutions, P ulty to teach their current students. This http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nursing Education Perspectives Wolters Kluwer Health

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

Nursing Education Perspectives , Volume 39 (1) – Feb 1, 2018

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References (23)

Publisher
Wolters Kluwer Health
ISSN
1536-5026
eISSN
1943-4685
DOI
10.1097/01.NEP.0000000000000250
Publisher site
See Article on Publisher Site

Abstract

AIM This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. BACKGROUND Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. METHOD A phenomenological study was used to explore the faculty role transition experiences. RESULTS Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. CONCLUSION 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. KEY WORDS Part-Time Nurse Faculty – Professional Identity – Role Transition – Transformative Learning – Two-Year Institutions relicensure two-year institution nursing programs in the United BACKGROUND States are experiencing a significant shortage of full-time fac- When nurses begin careers as educators at four-year institutions, P ulty to teach their current students. This

Journal

Nursing Education PerspectivesWolters Kluwer Health

Published: Feb 1, 2018

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