Abstract

In response to the current nurse faculty shortage and the anticipated return of a nationwide shortage of Registered nurses (RNs), the use of part-time clinical nurse educators has been increasing. It was not known how nurses experience the work-role transition from clinical expert to part-time clinical faculty member when they subsequently work in both a clinical and an academic setting. Thus, the purpose of this qualitative phenomenological study was to explore this population. Research questions were: 1) How do part-time clinical nurse faculty members perceive the work-role transition from clinical expert to clinical instructor when they continue to maintain their clinical work position in addition to their new academic role? And 2) What factors do part-time clinical nurse faculty members who work in both an academic and a clinical environment perceive to be beneficial to the work-role transition from clinical expert to clinical instructor? Both the Bridges transition framework and the Nurse Educator Transition Theory provided a theoretical foundation. Fourteen RNs from across the United States were interviewed using online video conferencing. Data were analyzed using NVivo qualitative software. Study findings revealed key themes of 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. Overall, this work-role transition was found to be highly individualized and multifactorial, and results may be beneficial in future administrative decision-making.

Description

Dr. Wenner has written two articles about this dissertation.

Wenner, T., Hakim, A., & Schoening, A. (2020). The work-role transition of part-time clinical faculty: Seeking to validate the nurse educator transition model. Nurse Educator, 45(2), 102-105. https://doi.org/10.1097/NNE.0000000000000704

Wenner, T., & Hakim, A. (2019). Role transition of clinical nurse educators employed in both clinical and faculty positions. Nursing Education Perspectives, 40(4), 216-221. https://doi.org/10.1097/01.NEP.0000000000000468

Author Details

Teresa A. Wenner, EdD, MSN, RN-BC, CNE, Assistant Professor

Sigma Membership

Delta Rho, Mu Omicron

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Phenomenology

Research Approach

Qualitative Research

Keywords:

Adjunct Faculty, Clinical Nurse Experts, Clinical Nurse Educators, Nursing Education

Advisor

Amy Hakim

Second Advisor

Teresa Lao

Third Advisor

Anne Schoening

Degree

Doctoral-Other

Degree Grantor

Grand Canyon University

Degree Year

2016

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Self-submission

Date of Issue

2022-10-17

Full Text of Presentation

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