This transcendental phenomenological study explored the lived experiences of novice clinical nurse educators’ role transition as an educator at a large, hospital system within the southwest region of the United States. The lived experiences and perceptions voiced by novice clinical nurse educator participants added a clear perspective of the phenomenon of role transition. Clinical nurse educators are hospital-based educators who educate and train new and experienced healthcare members. Novice clinical nurse educators are hospital-based educators new to the role with no prior experience as an educator. This study involved a purposive sampling of 15 novice clinical nurse educators employed at a large hospital system in the role for 2 1/2 years or less. Novice clinical nurse educator participants described their experiences in interviews using an open-ended, person-to-person, audiorecordings process. The theoretical framework guiding this study was Meleis’ transition theory on an individual’s journey from one phase of life to another. The modified van Kaam method of data analysis was used to review transcripts, create individual statements, and construct written-structural statements to synthesize the essences and meanings of experiences of role transition. Four themes emerged from the data analysis: (a) passion for professional development and teaching, (b) skills, knowledge, and attitude to be an educator, (c) organizational resources and support, and (d) challenges in the transition process. This study brings awareness of the challenges and issues faced by novice clinical nurse educators to assist nursing leaders in healthcare organizations develop strategies and interventions to support novice clinical nurse educators’ transitional process.
|Commitee:||Brett, Anne, Mullen, Cydney|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-B 80/03(E), Dissertation Abstracts International|
|Keywords:||Clinical nurse educators, Hospital-based unit educators, Job satisfaction, Mentoring, Orientation, Role transition|
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