Date
4-26-2024
Department
School of Nursing
Degree
Doctor of Philosophy
Chair
Sharon Kauffman
Keywords
transition, novice, expert, adjunct nursing faculty, nurse educator
Disciplines
Higher Education | Nursing
Recommended Citation
Tolentino-Martin, Angelique, "An Exploration of the Lived Experience of Novice Adjunct Nursing Faculty as They Transition from Clinical Expert to Novice Educator" (2024). Doctoral Dissertations and Projects. 5492.
https://digitalcommons.liberty.edu/doctoral/5492
Abstract
This transcendental phenomenological study aimed to describe and understand the lived experiences of novice adjunct nursing faculty teaching in the United States in undergraduate nursing programs as they transition from clinical practice to academia. The theories that guided this study are Meleis’ transition theory and Schoening’s nurse educator transition model which provide a framework for the transition experiences for novice adjunct nursing faculty. The central research question is: What are the lived experiences of novice undergraduate adjunct nursing faculty transitioning from clinical expert to novice nurse faculty? Purposive sampling and snowball sampling were used to recruit participants who were novice adjunct nursing faculty teaching in undergraduate nursing programs in the United States. Interviews were recorded and transcribed to understand the transition experience of ten study participants. ATLAS.ti software was used to analyze, code, annotate, and identify emerging themes of the collected data. Colaizzi’s seven-step approach to data analysis was utilized to develop themes and subthemes. Themes included lack of formal orientation, organizational challenges, lack of sense of belonging and isolation, and personal development. Subthemes included feeling unprepared, the ideal transition, dealing with difficult behaviors, navigating the instructor role, seeking mentorship and guidance, self-preparation, and giving back to the profession. The study's findings provided an exhaustive description of the transition process for novice adjunct nursing faculty and aligned with previous research recommending formal orientation and mentorship programs for this group transitioning into academia. This can aid in the retention of novice adjunct nursing faculty and help the nursing faculty shortage.
