A qualitative exploration of self-identity during the role transition to a nurse educator.
Nurse educator
Role transition
Self-identity
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
May 2022
May 2022
Historique:
received:
01
11
2021
revised:
03
03
2022
accepted:
15
03
2022
pubmed:
10
4
2022
medline:
20
4
2022
entrez:
9
4
2022
Statut:
ppublish
Résumé
There is a critical shortage of nursing faculty in the U.S. and globally that is limiting the number of eligible nursing students admitted into nursing programs. To assist in recruitment and retention of faculty, it is necessary to understand how the transition from clinical bedside nursing practice to college and university nursing education work impacts the educator's self-identity. This purpose of this study was to explore the effect of transitioning from a nursing role to an educator role on nurses' self-identity. The research question was, "How do nurses perceive the impact on their self-identity when transitioning from a nursing practice role to an educator role?" In this qualitative study, data collection consisted of semi-structured interviews and a demographic survey. Semi-structured interviews were conducted virtually one-on-one with one of the researchers. After the interviews, the data was analyzed, and themes essential to the experience were identified. The participants were a sample of eight registered nurses who currently work in a nurse educator's role and were enrolled as doctoral graduate nursing students. Eight nurse educators were interviewed about their transition from clinical nursing to academia and its' impact on their self-identity. Analysis of data included open, axial and selective coding. Four themes emerged from data analysis, including: transition to academia shock, being a novice, grief and loss, and grounded in purpose. To recruit and retain faculty, it may benefit nursing programs to develop processes that mitigate the shock, grief and loss that occurs with transition to academia while leveraging strategies that emphasize educators' impact on the profession and society.
Sections du résumé
BACKGROUND
BACKGROUND
There is a critical shortage of nursing faculty in the U.S. and globally that is limiting the number of eligible nursing students admitted into nursing programs. To assist in recruitment and retention of faculty, it is necessary to understand how the transition from clinical bedside nursing practice to college and university nursing education work impacts the educator's self-identity.
OBJECTIVES
OBJECTIVE
This purpose of this study was to explore the effect of transitioning from a nursing role to an educator role on nurses' self-identity. The research question was, "How do nurses perceive the impact on their self-identity when transitioning from a nursing practice role to an educator role?"
DESIGN
METHODS
In this qualitative study, data collection consisted of semi-structured interviews and a demographic survey. Semi-structured interviews were conducted virtually one-on-one with one of the researchers. After the interviews, the data was analyzed, and themes essential to the experience were identified.
SETTING
METHODS
The participants were a sample of eight registered nurses who currently work in a nurse educator's role and were enrolled as doctoral graduate nursing students.
METHODS
METHODS
Eight nurse educators were interviewed about their transition from clinical nursing to academia and its' impact on their self-identity. Analysis of data included open, axial and selective coding.
RESULTS
RESULTS
Four themes emerged from data analysis, including: transition to academia shock, being a novice, grief and loss, and grounded in purpose.
CONCLUSION
CONCLUSIONS
To recruit and retain faculty, it may benefit nursing programs to develop processes that mitigate the shock, grief and loss that occurs with transition to academia while leveraging strategies that emphasize educators' impact on the profession and society.
Identifiants
pubmed: 35397296
pii: S0260-6917(22)00067-3
doi: 10.1016/j.nedt.2022.105331
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
105331Informations de copyright
Copyright © 2021. Published by Elsevier Ltd.