Shapiro Sandra
About the Author Sandra Shapiro, PhD, RN, CNE, is professor and department chair, Middlesex Community College Department of Nursing, Lowell, Massachusetts. For more information, write to
Nurs Educ Perspect. 2018 Jul/Aug;39(4):215-220. doi: 10.1097/01.NEP.0000000000000306.
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.
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.
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.
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.
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.
本研究旨在探讨在护理学副学士学位（ADN）项目中授课的护理教育工作者向全职教师角色转变的经历。
随着护理行业应对护理人员短缺和师资短缺的问题，了解ADN层面的角色转变经历变得至关重要。不同类型的项目中教师的角色和职责有所不同。
采用定性研究设计，通过目的抽样确定了14名在马萨诸塞州和新罕布什尔州的ADN项目中授课的参与者，以探索他们的角色转变经历。
出现的主题包括：a）困难，b）学习角色，c）接受角色，d）对支持的需求，以及e）自信和热爱教学的个人体验。
研究结果表明，需要具备强大指导成分的特定角色定向项目，以缓解在ADN教育层面向全职教师角色的转变。
