The transition of clinical nurses to nurse educator roles - A scoping review.

Clinical nurse Faculty Lived experience Novice Nurse educator Preparation Transition

Journal

Nurse education in practice
ISSN: 1873-5223
Titre abrégé: Nurse Educ Pract
Pays: Scotland
ID NLM: 101090848

Informations de publication

Date de publication:
11 Jun 2024
Historique:
received: 12 05 2024
accepted: 10 06 2024
medline: 15 6 2024
pubmed: 15 6 2024
entrez: 14 6 2024
Statut: aheadofprint

Résumé

To explore what is known about the lived experiences of novice nurse educators, including preparation or support strategies that may assist this transition. Despite the crucial role of nurse educators in healthcare, the literature lacks clarity about the role and the preparation and support of nurse clinicians to transition into novice nurse educator roles. Scoping review METHODS: A scoping review was carried out according to the Joanna Briggs Institute Methodology for Scoping Reviews. The Cumulative Index of Nursing and Allied Health Literature Complete (CINAHL), Medline (OVID), EMBASE, APA PsycINFO and Google Scholar databases were searched for English language sources of evidence between 1992 and 2022. Sources of evidence related to nursing education, transition, lived experience, preparation and support were included. Fifty-two sources of evidence met the inclusion criteria with most originating in the United States and situated in the academic setting. There were 20 different titles used to identify nurse educators and a lack of clarity relating to the role and its expectations. There was alignment found between the lived experiences of novice nurse educators and Duchscher's transition shock model with a variety of preparation and support recommendations identified to mitigate this transition shock. Clinical nurses transitioning into novice nurse educator roles have a predominantly negative experience that aligns with Duchscher's transition shock model. Although recommendations exist for support and preparation strategies to ease this transition shock, further research is required to establish which of these strategies are effective, especially for novice nurse educators in clinical settings outside of the United States.

Sections du résumé

AIM OBJECTIVE
To explore what is known about the lived experiences of novice nurse educators, including preparation or support strategies that may assist this transition.
BACKGROUND BACKGROUND
Despite the crucial role of nurse educators in healthcare, the literature lacks clarity about the role and the preparation and support of nurse clinicians to transition into novice nurse educator roles.
DESIGN METHODS
Scoping review METHODS: A scoping review was carried out according to the Joanna Briggs Institute Methodology for Scoping Reviews. The Cumulative Index of Nursing and Allied Health Literature Complete (CINAHL), Medline (OVID), EMBASE, APA PsycINFO and Google Scholar databases were searched for English language sources of evidence between 1992 and 2022. Sources of evidence related to nursing education, transition, lived experience, preparation and support were included.
RESULTS RESULTS
Fifty-two sources of evidence met the inclusion criteria with most originating in the United States and situated in the academic setting. There were 20 different titles used to identify nurse educators and a lack of clarity relating to the role and its expectations. There was alignment found between the lived experiences of novice nurse educators and Duchscher's transition shock model with a variety of preparation and support recommendations identified to mitigate this transition shock.
CONCLUSION CONCLUSIONS
Clinical nurses transitioning into novice nurse educator roles have a predominantly negative experience that aligns with Duchscher's transition shock model. Although recommendations exist for support and preparation strategies to ease this transition shock, further research is required to establish which of these strategies are effective, especially for novice nurse educators in clinical settings outside of the United States.

Identifiants

DOI: 10.1016/j.nepr.2024.104022 PMID: 38875844
pubmed: 38875844
pii: S1471-5953(24)00151-3
doi: 10.1016/j.nepr.2024.104022
pii:
doi:

Types de publication

Journal Article Review

Langues

eng

Sous-ensembles de citation

IM

Pagination

104022

Informations de copyright

Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.

Déclaration de conflit d'intérêts

Declaration of Competing Interest None.

Auteurs

Julie Halton (J)

Department of Medical Education, University of Melbourne, Melbourne, Australia.

Colin Ireland (C)

Clinical and Health Sciences, University of South Australia, Adelaide, Australia.

Brett Vaughan (B)

Department of Medical Education, University of Melbourne, Melbourne, Australia; Faculty of Health, Southern Cross University, Lismore, Australia; School of Public Health, University of Technology Sydney, Sydney, Australia. Electronic address: Brett.vaughan@unimelb.edu.au.

Classifications MeSH