Text-based Document. From Bedside Care Expert to Novice Educator: Perceptions of New Nurse Educators. Downloaded 9-Apr :37:57
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1 The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based nursing materials. Take credit for all your work, not just books and journal articles. To learn more, visit Item type Format Title Authors Presentation Text-based Document From Bedside Care Expert to Novice Educator: Perceptions of New Nurse Educators Roth, Kathy Jean Downloaded 9-Apr :37:57 Link to item
2 From Bedside Care Expert to Novice Educator: Perceptions of New Nurse Educators Kathy Roth, MSN, RN
3 The author, Kathy Roth MSN, RN, is employed by the University of Mary in Bismarck, North Dakota. The author has no conflicts of interest to disclose and no relevant financial relationship to disclose. No sponsorship or commercial support was given to the author. Objective 1: The learner will be able to describe the perceptions of new nurse educators regarding their transition from the role of staff nurse to nurse educator. Objective 2: The learner will be able to identify strategies to improve the transition from the role of staff nurse to the role of nurse educator.
4 Problem Statement Few studies address nurses perceptions of the transition from the role of staff nurse to the role of nurse educator in an academic setting.
5 Research Purposes Explore the perceptions of newly employed nurse educators Transitioning from the role of staff nurse to the role of nurse educator in an academic setting Contribute to an improvement in this transition
6 Research Question What are the perceptions of nurses who have become nurse educators in the last three years regarding the transition from the role of staff nurse to the role of nurse educator in an academic setting?
7 Organizing Framework Novice to expert by Benner (1982)
8 Review of Literature Preparation Prior to the Role of Nurse Educator Feelings During Transition Overwhelming Workload/Obstacle of Time Need for Mentoring Balance Between Work and Life
9 Design and Methodology Qualitative Phenomenology Research Design Sample of six nurse educators who had transitioned to the role within the last three years and worked at least 30 hours per week
10 Design and Methodology IRB approval obtained from the University of Mary One-on-one semi-structured interviews Data analyzed through collaboration with an experienced researcher for codes, conceptual categories, and themes
11 Findings
12 Category 1 The Interest Is Sparked Educating students and acting as preceptors
13 Category 1 Theme: Most of the interviewees implied that as staff nurses they were willing to precept students who were on their clinical units. They stated that they became interested in becoming nurse educators because of these experiences when they witnessed students discoveries of knowledge; this led to their desires to impact future students learning experiences.
14 Category 2 Realities of the Nurse Educator Role Positive Aspects Challenges of the Role
15 Category 2 Theme: The interviewees stated that they experienced both positive aspects and challenges during their transitions into the role of nurse educator that included student experiences, role change, increased time commitments, and perceptions of low pay for their efforts. The challenges that were stated by the participants greatly outnumbered the positive aspects that they experienced as educators.
16 Category 3 Recommendations for Success for Others Who Become Nurse Educators in Academic Settings Graduate Education Academic Work
17 Category 3 Theme: All of the interviewees readily gave numerous recommendations for improving the transition into the role of nurse educator in academic settings that were based on their personal experiences. These recommendations included curricular changes in graduate nurse educator programs that would give students a more holistic exposure to role expectations as well as the use of orientation and ongoing mentoring practices in academic setting workplaces.
18 Final Assertion Educating students and acting as preceptors Positive aspects and challenges of the nurse educator role Recommendations for improvements for nurse educator graduate curricula and for employers
19 Implications for Nursing Practice Graduate Education Programs Student spend more time in a classroom setting Job shadowing experience Educate on professional aspects of the job Other requirements of the faculty role
20 Implications for Nursing Practice Academic Setting Orientation Mentoring experience Ability to teach material that is comfortable Teach the same material each year
21 Implications for Nursing Practice Novice to expert by Benner (1982)
22 Recommendations for Further Study More research is needed Study sample limited Nurses who had transitioned within the last three years Qualitative study
23 References Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. Journal of Nursing Education, 48(4), DOI: 2224/ / Anibas, M., Brenner, G. H., & Zorn, C. R. (2009). Experiences described by novice teaching academic staff in baccalaureate nursing education: A focus on mentoring. Journal of Professional Nursing, 25(4), DOI: /j.profnurs
24 References Baker, S. L., Fitzpatrick, J. J., & Griffin, M. Q. (2011). Empowerment and job satisfaction in associate degree nurse educators. Nursing Education Perspectives, 32(4), DOI: 2224/ / Benner, P. (1982). From novice to expert. The American Journal of Nursing, 82(3), Retrieved from
25 References Boyd, P., & Lawley, L. (2009). Becoming a lecturer in nursing education: The work-place learning of clinical experts and newcomers. Learning in Health and Social Care, 8(4), DOI: /j x
26 References Cangelosi, P. R., Crocker, S., & Sorrell, J. M. (2009). Expert to novice: Clinicians learning new roles as clinical nurse educators. Nursing Education Perspectives, 30(6), Retrieved from =5ee22b a7d-8bba-36a9518e5b4d%40 sessionmgr113&hid=104&bdata=jnnpdgu9zw hvc3qtbgl2zq%3d%3d#db=c8h&an=
27 References Dattilo, J., Brewer, K., & Streit, L. (2009). Voices of experience: Reflections of nurse educators. The Journal of Continuing Education in Nursing, 40(8), DOI: / Dempsey, L. M. (2007). The experiences of Irish nurse lectures role transition from clinician to educator. International Journal of Nursing Education Scholarship, 4(1), Retrieved from
28 References Duphily, N. H. (2011). The experience of novice nurse faculty in an associate degree education program. Teaching and Learning in Nursing, 6, DOI: /j.teln Feeling. (2013). Retrieved from
29 References Hubbard, C., Halcomb, K., Foley, B., & Roberts, B. (2010). Mentoring: A nurse educator survey. Teaching and Learning in Nursing, 5, DOI: /j.teln Manning, L., & Neville, S. (2009). Work-role transition: From staff nurse to clinical nurse educator. Nursing Praxis in New Zealand, 25(2), Retrieved from 4&sid=ebd6bde4-f f-baf7-59b608d4b965% 40sessionmgr13&hid=14&bdata=JnNpdGU9ZWhv c3qtbgl2zq%3d%3d#db=c8h&an=
30 References McAllister, M., Williams, L. M., Gamble, T., Malko- Nyhan, K., & Jones, C. M. (2011). Steps towards empowerment: An examination of colleges, health services and universities. Contemporary Nurse, 38(1-2), Retrieved from sid=792bb169-cc8a-4ce6-b51b 82765cc45ac4% 40sessionmgr111&hid=108&bdata=JnNpdGU9 ZWhvc3QtbGl2ZQ%3d%3d#db=aph&AN=
31 References McArthur-Rouse, F. J. (2008). From expert to novice: An exploration of the experiences of new academic staff to a department of adult nursing studies. Nurse Education Today, 28(4), Retrieved from detail?vid=6&sid=6a60dfc1-f7d5-4e83-a8c8-78a 3dd4f167a%40sessionmgr13&hid=14&bdata= JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c8h &AN= Mentor. (2013). Retrieved from
32 References Nursing faculty shortage. (2013). Retrieved February 8, 2013, from Nursing shortage. (2013). Retrieved December 28, 2012, from
33 References Polit, D. F., & Beck, C. T. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams & Wilkins. Sawatzky, J. V., & Enns, C. L. (2009). A mentoring needs assessment: Validating mentorship in nursing education. Journal of Professional Nursing, 25(3), DOI: /j.profnurs
34 References Schriner, C. L. (2007). The influence of culture on clinical nurses transitioning into the faculty role. Nursing Education Perspectives, 28(3), Retrieved from detail?vid=6&sid=cf8d8c4d-ba aa2c-14c 9a0d001d0%40sessionmgr12&hid=14&bdata= JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=c8h &AN= Transition. (2013). Retrieved from transition
35 References University of Mary. (2010). Institutional Review Board. Retrieved December 28, 2012, from White, A., Brannan, J., & Wilson, C. B. (2010). A mentor-protégé program for new faculty, part I: Stories of protégés. Journal of Nursing Education, 49(11), DOI: /
36 References Wood, M. J., & Ross-Kerr, J. C. (2006). Basic steps in planning nursing research: From question to proposal (6th ed.). Sudbury, MA: Jones and Bartlett Publishers, Inc.
37 Questions or Comments? Questions or Comments? Contact me at: Contact me at:
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