This study focused on perceptions of novice adjunct faculty experiencing transition from nursing service to the teaching role; the comparison of novice adjuncts' self-identified responsibilities and challenges to experienced full-time faculty members' expectations for successful role performance; and topics for continued role development. Using transitions theory (Meleis, 2010) as the conceptual basis, interviews from a purposive sample of 14 novice nursing adjuncts and 10 experienced full-time nursing faculty members were examined using thematic analysis. Four themes were detected: (1) knowing requirements: must read/must follow; (2) evolving teaching role identity; (3) teaching role management; and (4) faculty relationship development. Subcategories contained issues related to policy, role conflict, learning needs, complexity of evaluation, managing student issues, communication, and the importance of transitional support. Implications included: assessing for adjunct role insufficiency, valuing the clarification of role responsibilities, recognizing the significance of supplementation to novice adjuncts, and educational topics identification to enhance and expedite the adjunct teaching role.
|Advisor:||Upvall, Michele J.|
|Commitee:||Kovalsky, Anita A., Slota, Margaret M.|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-B 75/08(E), Dissertation Abstracts International|
|Keywords:||Associate degree nurse educators, Full-time faculty, Novice adjunct, Role transition|
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