The Lived Experience of Clinical Nurse Experts Transitioning to the Role of Novice Educators

242 Pages·2017·1.93 MB·English

University of Northern Colorado
Scholarship & Creative Works @ Digital UNC
Dissertations Student Research
9-8-2016
Te Lived Experience of Clinical Nurse Experts
Transitioning to the Role of Novice Educators
Kimberley Ann Tucker
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Tucker, Kimberley Ann, "Te Lived Experience of Clinical Nurse Experts Transitioning to the Role of Novice Educators" (2016).
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© 2016

KIMBERLEY TUCKER

ALL RIGHTS RESERVED
UNIVERSITY OF NORTHERN COLORADO

Greeley, Colorado

The Graduate School

THE LIVED EXPERIENCE OF CLINICAL NURSE
EXPERTS TRANSITIONING TO THE ROLE
OF NOVICE EDUCATORS

A Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy

Kimberley Tucker

College of Natural and Health Sciences
School of Nursing
Nursing Education

December 2016
This Dissertation by: Kimberley Tucker

Entitled: The Lived Experience of Clinical Nurse Experts Transitioning to the Role of
Novice Educators

has been approved as meeting the requirements for the Degree of Doctor of
Philosophy in College of Natural and Health Sciences in School of Nursing, Program
of Nursing Education

Accepted by the Doctoral Committee:

______________________________________________________
Faye Hummel, Ph.D., RN, CTN-A, Research Advisor

______________________________________________________
Vicki Wilson, Ph.D., MS, RN, Committee Member

______________________________________________________
Lory Clukey, Ph.D., Psy.D., CNS, RN, Committee Member

______________________________________________________
Jill Bezyak, Ph.D., Faculty Representative

Date of Dissertation Defense July 21, 2016

Accepted by the Graduate School

_________________________________________________________
Linda L. Black, Ed.D.
Associate Provost and Dean
Graduate School and International Admissions
ABSTRACT

Tucker, Kimberley. The Lived Experience of Clinical Nurse Experts Transitioning to
the Role of Novice Educators. Published Doctor of Philosophy dissertation,
University of Northern Colorado, 2016.

The national nursing shortage is compounded by a critical shortage of nursing
faculty. Despite a growing interest in nursing, thousands of qualified applicants are
turned away primarily due to lack of faculty to teach. The recruitment of expert
nurses from clinical practice is one strategy being utilized by many colleges and
universities to fill faculty vacancies. Many novice educators enter academia lacking
formal preparation in teaching and learning; orientation and mentoring programs vary
greatly between institutions, making the transition challenging. The purpose of this
qualitative phenomenological study was to gain insight into the experiences of clinical
nurse experts transitioning to the role of novice educators. Nine novice educators
from associate degree nursing programs in the Pacific Northwest region of the United
States participated in this study. In-depth interviews using open-ended questions were
conducted, recorded, and transcribed verbatim. Data analysis and manual coding
resulted in five themes: (a) anticipating the transition, (b) starting out, (c) learning to
teach, (d) factors influencing the transition, and (e) getting there. Findings from this
study revealed the transition experience from expert clinician to novice educator to be
complex and challenging. Participants lacked knowledge about how to teach and were
ill-prepared for the role of nurse educator. Many experienced shortened orientations
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and inadequate mentoring and had to navigate academia on their own. Informal
mentoring and support by co-workers was found to play a critical role in facilitating
the transition. Novice educators also reported that their nursing expertise and
experience was helpful in increasing their comfort level in the clinical setting. Despite
many challenges, participants exhibited perseverance and started to identify growth,
recognize rewards, find satisfaction in their role, and a desire to continue. Findings
from this study support previous findings in the nursing literature. This study
uniquely contributes to the body of knowledge by filling in a research gap: the
transition experience in full-time appointments in the community college setting.
Implications for nursing education include identifying educators earlier in their
careers, integrating pedagogical training in graduate education including a teaching
practicum, developing evidence-based orientation and mentoring programs, and
advocating for funding to make faculty salaries more competitive with industry and
advanced practice.

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ACKNOWLEDGMENTS

“I can do all things through Christ who strengthens me” (Philippians 4:13).
First and foremost, I want to thank God for opening up this opportunity and giving me
the strength and courage to complete it; I give Him all the glory.
To my husband and best friend Jake, you have believed in me and supported
me every step of the way. Thank you for reading countless papers, taking the kids to
movies when I needed quiet time, and picking up slack! I love you all the way around,
and I promise I won’t make you read about the nursing faculty shortage anymore!
To my three children, Ryan, Korey, and Rachel, thank you for being patient
with your mom, reminding me to not procrastinate, and for being all-around great
kids! I hope that someday you will look back at the last five years and understand the
value of education and be inspired to reach for your dreams.
To my parents and parents-in-law, thank you for believing in me and
supporting my crazy idea to get a Ph.D. Thank you for everything from grammar
assistance to chauffeuring me around for interviews. It truly took a village to help me
cross the finish line.
To my research advisor, Dr. Faye Hummel, and committee members, Dr. Lory
Clukey, Dr. Vicki Wilson, and Dr. Jill Bezyak, thank you for your guidance, expertise,
and support throughout this process; you have been wonderful mentors. I also want to
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acknowledge and thank Dr. Debbie Nogueras for your mentorship and qualitative
advice.
To my colleagues, specifically Mary and Tracy, thank you for listening to me,
reading drafts, and supporting me through this journey. Thank you to the
administration at Columbia Basin College for your encouragement and financial
support of this endeavor; I am extremely grateful.
To the nurse educators who graciously chose to participate in this study, I
appreciate your willingness to share your personal transition stories which were the
foundation of this study.

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TABLE OF CONTENTS

CHAPTER
I. INTRODUCTION ................................ ................................ ...... 1

Introduction to the Problem
Background
Statement of the Problem
Purpose of the Study and Research Question
Significance of the Study
Theoretical Framework
Research Design
Assumptions, Limitations, and Delimitations
Definition of Terms
Organization of the Remainder of the Study

II. LITERATURE REVIEW ................................ ........................... 20

Introduction to the Literatu re Review
Theoretical Framework
The Nursing Faculty Shortage
Transition to Academia
Summary of Transition Literature
Conclusion

III. METHODOLOGY ................................ ................................ ..... 86

Introduction
Purpose of Study and Research Question
Research Design
Summary

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CHAPTER
IV. RESULTS AND DISCUSSION ................................................ 110

Introduction
Results and Findings
Summary

DISCUSSION, RECOMMENDATIONS, AND
V. CONCLUSION .......................................................................... 162

Discussion of Findings Related to the Nursing Literature
Application of Findings to the Theory of Experiencing
Transitions
Limitations
Recommendations for Nursing Education
Recommendations for Further Research
Conclusion
REFERENCES .................................................................................................. 196
APPENDIX
A INSTITUTIONAL REVIEW BOARD APPROVAL ................ 211

B INTRODUCTION E-MAIL TO DEANS AND DIRECTORS
OF NURSING PROGRAMS ..................................................... 213

C INTRODUCTION LETTER TO POTENTIAL
PARTICIPANTS ........................................................................ 215

D MODIFICATION OF METHODS DOCUMENT TO
INSTITUTIONAL REVIEW BOARD ...................................... 217

E INSTITUTIONAL REVIEW BOARD APPROVAL FOR
MODIFICATION OF METHODS ............................................ 220

F INTERVIEW GUIDE ................................................................ 222

G INFORMED CONSENT FORM ............................................... 224

H DEMOGRAPHIC SURVEY ...................................................... 227

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