Abstract
Community college nursing faculty members are essential to the continuation and growth of the profession of nursing. Every loss of a nursing faculty member represents an even greater loss to the practice of nursing within the health care system. Previous research has documented the serious and inter-related shortage of both nursing professionals and nursing faculty. This phenomenological study explores the underlying themes leading to the decisions made by nursing educators to leave the practice of teaching, and presents strategies for preserving and strengthening the position of nursing faculty within the community college. The guiding question for this inquiry is: "What is the lived experience of community college nursing faculty who leave the profession of teaching?"
Sigma Membership
Tau Beta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Community College Nursing Faculty, Teaching Profession, Career Changes, Nursing Education Programs
Advisor
Francine H. Hultgren
Second Advisor
Charles Flatter
Third Advisor
Jing Lin
Fourth Advisor
Roxanne Moran
Degree
PhD
Degree Grantor
University of Maryland, College Park
Degree Year
2007
Recommended Citation
Karl, Cherry A., "Giving up their place in the walls: The lived experience of community college nursing faculty who leave the profession of teaching" (2021). Dissertations. 1529.
https://www.sigmarepository.org/dissertations/1529
Rights Holder
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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
2021-10-15
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3297200; ProQuest document ID: 304851791. The author still retains copyright.