School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Tonia R. Kennedy


faculty development, nursing education, novice nurse educators, professional growth




The purpose of this qualitative transcendental phenomenological study was to explore the lived experiences of nurses who have recently transitioned from the healthcare environment to the role of an academic nurse educator at a large, for-profit private nursing college in the United States. The research questions were written to understand the lived experiences of these nurses through the lens of the Schlossberg transition theory. I used criterion sampling to select participants who were novice nurse academic educators. The participants were 18 novice educators within their first five years of teaching in the classroom setting at a large, multi-state, private, for-profit college of nursing. Moustakas' transcendental model to find the phenomenon's essence was utilized to collect data through a questionnaire, individual interviews, and focus groups. The theory guiding this study is Schlossberg's transition theory, which focuses on self, situation, support, and strategy. Moustakas' method of coding the statements to create categories, identify themes, and theories were utilized when performing the data analysis. Four themes and 14 subthemes emerged from this data analysis. Findings implied that novice academic nurse educators struggle during their transition into the role and need assistance from their institutions, such as formal orientation programs.

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