An Exploration of the Transition to the Full-Time Faculty Role Among Associate Degree Nurse Educators.

AIM

The purpose of this study was to examine the experience of transition into the full-time faculty role among nurse educators who teach in associate degree nursing (ADN) programs.

BACKROUND

As the nursing profession responds to both the nursing and faculty shortages, understanding the experience of the transition at the ADN level becomes important. Faculty roles and responsibilities differ among program types.

METHOD

A qualitative research design was used to explore the transition experience of 14 participants, identified through purposive sampling, who taught in ADN programs in Massachusetts and New Hampshire.

RESULTS

Themes that emerged include: a) difficulties, b) learning the role, c) embracing the role, d) the need for support, and e) personal experience of confidence and love of teaching.

CONCLUSION

Findings suggest that role-specific orientation programs with a strong mentoring component are needed to ease the transition into the full-time faculty role at the ADN level of education.