Abstract

In light of the repeated calls for the baccalaureate degree as the required level of entry into practice, associate degree nursing programs are in a precarious position whereby these programs and associated faculty face some very crucial decisions. These decisions include retiring the associate degree nursing program entirely, creating and focusing on baccalaureate programs, and considering which baccalaureate tracks to offer. An issue of concern is the academic leadership's ability to support faculty as they transition to teaching at advanced levels. Few research studies have explored the transition to teaching at advanced levels of nursing education, most specifically, from associate to baccalaureate degree nursing. Consequently, several aspects of transitioning to teaching at advanced levels of nursing education have remained unexplored. The purpose of this basic qualitative research was to explore how associate degree nursing faculty members coped during the transition, identify barriers to the transition process, and answer the research question: What are the experiences of associate degree nursing faculty as they transitioned to teach in a baccalaureate-nursing program?

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27997832; ProQuest document ID: 2418074951. The author still retains copyright.

Author Details

Carleen Joan Graham, PhD, MSN-Ed, Associate Professor

Sigma Membership

Unknown

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

N/A

Research Approach

Qualitative Research

Keywords:

Professional Development, Work-Role Transition, Nursing Education, Nurse Educators

Advisor

Donna Taliaferro

Second Advisor

Cynthia Howell

Third Advisor

JoBeth Pilcher

Degree

PhD

Degree Grantor

Capella University

Degree Year

2020

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

Proxy-submission

Date of Issue

2022-12-13

Full Text of Presentation

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