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ERIC Number: ED552861
Record Type: Non-Journal
Publication Date: 2013
Pages: 140
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-0557-2
Practice to Pedagogy: A Study of the Lived Experiences of Part-Time Nursing Faculty Transitioning from Expert Nurse to Novice Educator
Testut, Tammy A.
ProQuest LLC, Ph.D. Dissertation, Capella University
Part-time faculty in nursing programs are increasingly being hired as a supplement to the deteriorating pool of full-time nursing faculty. There is a growing need to fill the many vacant slots in nursing academe at the same time that there is substantial growth in prospective students inspiring to become nurses. While these "expert" nurses have much to offer the academic world of nursing, many lack the teaching skills and experience needed to effectively teach in this setting. The transition from expert nurse to novice educator raises a plethora of questions related to the professional and ongoing supportive needs of these individuals. This qualitative study used purposive sampling to recruit part-time nursing faculty and collect narrative data related to part-time nursing faculty's lived experiences during the first two years as a novice educator allowing them to reflect back on the transitions they experienced. The development and implementation of a standardized and ongoing developmental program for part-time nursing faculty would benefit all members of the collegial team along with assuring the delivery of quality learning and teaching of nursing students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A