Transition from novice adjunct to experienced associate degree nurse educator: A comparative qualitative approach1

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Abstract

Nursing adjuncts are hired to accommodate student enrollment needs. Considered experts in nursing service, the transition to educator is difficult. Perceptions of transition, comparison of novice adjuncts' self-identified responsibilities with full-time members' expectations for role performance, and educational topics for role development are explored. Emerging narratives identify four themes: (a) knowing requirements: must read/must follow; (b) evolving teaching role identity; (c) teaching role management; and (d) faculty relationship development.

Section snippets

Background

Role transition is an alteration in security/stability involving the need for knowledge acquisition, behavior change, and possible alteration of social status or interaction (Meleis, 2010). Becoming confident, gaining new knowledge for expected behaviors/responsibilities will influence the transition process toward mastery and subsequent identity change (Meleis, 2010).

Transitions are influenced by personal meaning of change, expectations, knowledge level and skill, environmental factors,

Literature review

Transition from nursing service to education has resulted in stress and anxiety related to limited support, incongruence with expectations, and lack of knowledge for the role (Duphily, 2011, Forbes et al., 2010, Schriner, 2007). Inexperienced adjuncts use personal learning experiences as their foundation for teaching (Morin & Ashton, 2004). Anxiety related to unrealistic expectations from seasoned employees, administrators, and the novices can encumber the transition process (Duphily, 2011). In

Design

This descriptive qualitative study comprised individual interviews with novice nursing adjunct and experienced full-time nursing faculty. Comparisons between the adjuncts and full-time faculty regarding role expectations/needs and topics to promote successful adjunct role development were collected. Verbatim transcriptions of the interviews were analyzed to compare thematic perceptions of transition, expectations, and factors influencing role success.

Sample

Novice nursing adjuncts and experienced

Results

Of the novice adjuncts interviewed (N = 14), five had begun their teaching experience in fall 2012 and continued during spring 2013 semester. Nine had begun their teaching role in the spring semester 2013. The educational preparation of adjuncts included one member working on a Doctorate of Nursing Practice degree, eight currently enrolled in a Master of Science in Nursing (MSN) program, and five with completed MSN degrees. Some of the adjuncts had been employed at more than one campus during

Discussion

From participant interviews, it was evident that organization and situational transitions are factors affecting outcomes for novice adjuncts teaching in the selected ADN program. Organizational transition entails changes in leadership, technology, and policy involving members of the group. Situational change involves geographical, educational, and/or relationship conditions. As implied by Meleis (2010), it is not surprising that the narratives detected organizational and situational change,

Limitations

Although the sample size was small, saturation of data was accomplished through the interview process. Volunteers selected were those who responded to the initial e-mail sent to members meeting the criteria. There was limited diversity because all participants were Caucasian females, except for one Caucasian male adjunct. In addition, the findings in this study may have been influenced by personal experiences associated with the various campus program sites, currently enrolled students,

Implications

In summary, recognized perceptions of transition from nursing service to nurse educator by the novice ADN adjunct and factors that have influenced this process consist of the following:

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    Teaching students is different than precepting graduates. Teaching approach needs to be based on student program level and much more basic than expected.

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    Preparation for the role is more than anticipated but necessary for role execution.

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    Perceived increase level of role confidence is influenced by student

Recommendations

Potential future studies based on this research include the following:

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    The relationship between novice educators, student outcomes, and patient safety.

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    Comparison of novice needs between ADN and Bachelor of Science in Nursing adjuncts.

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    Comparison of novice needs between adjuncts and new full-time nurse educators.

Expanding the knowledge to assist novice adjuncts in reaching positive transition outcomes is vital. It is suggested to do interventional studies that will demonstrate the impact of

Acknowledgments

I would like to acknowledge Dr. Michele Upvall, PhD, RN, CRNP, professor at Carlow University, Pittsburgh, PA, for her guidance during this project and to all the faculty volunteers for their honest narratives.

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    • Cited by (0)

    1

    Previously presented at: Carlow University Graduate Colloquium.

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