Tens of thousands of qualified applicants are turned away from baccalaureate and associate degree nursing programs each year due to the ongoing shortage of nurse educators. It is anticipated that many nurse educators will retire, adding to the current shortage. To meet the need for the ongoing shortage, additional qualified nurse educators are needed. Benner’s Novice to Expert Theory provided the theoretical framework for this qualitative phenomenological study which explored the transition experiences of novice nurse educators. As expert clinicians transition from clinical practice to academic settings, specific factors emerge as motivators, challenges, and barriers during the transition from expert clinician to novice nurse educator. The purpose of this study was to explore the motivations and experiences of expert clinicians, with at least five years of clinical experience, as they transition to the role of novice nurse educator. The underlying concept that emerged from this study was being at sea, which symbolizes the expert clinician embarking on a new adventure, entering the sea of academia, as a novice nurse educator. Narratives from this study shed light on the myriad of issues that continue to affect the transition from expert clinician to novice nurse educator. The perspectives of 12 novice nurse educators provide an understanding of the difficulties faced during the transition and lend to the current body of knowledge by providing insight into the needs and desires of expert clinicians as they transition to the role of novice nurse educator in the first academic year.
|Commitee:||Daly, Amy, Markey, Linda, Roberts, Jalynn|
|School:||William Carey University|
|Department:||School of Nursing|
|School Location:||United States -- Mississippi|
|Source:||DAI-B 80/01(E), Dissertation Abstracts International|
|Keywords:||Expert clinicians, Nurse educator, Nurse faculty, Nursing, Nursing education, Qualitative research|
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