Metropolitan State University of Denver, Denver, CO, USA; MSU Denver Nursing, Campus Box 72, PO Box 173362, Denver, CO 80216-3362, USA.
Metropolitan State University of Denver, Denver, CO, USA.
Nurse Educ Today. 2022 May;112:105331. doi: 10.1016/j.nedt.2022.105331. Epub 2022 Mar 24.
There is a critical shortage of nursing faculty in the U.S. and globally that is limiting the number of eligible nursing students admitted into nursing programs. To assist in recruitment and retention of faculty, it is necessary to understand how the transition from clinical bedside nursing practice to college and university nursing education work impacts the educator's self-identity.
This purpose of this study was to explore the effect of transitioning from a nursing role to an educator role on nurses' self-identity. The research question was, "How do nurses perceive the impact on their self-identity when transitioning from a nursing practice role to an educator role?"
In this qualitative study, data collection consisted of semi-structured interviews and a demographic survey. Semi-structured interviews were conducted virtually one-on-one with one of the researchers. After the interviews, the data was analyzed, and themes essential to the experience were identified.
The participants were a sample of eight registered nurses who currently work in a nurse educator's role and were enrolled as doctoral graduate nursing students.
Eight nurse educators were interviewed about their transition from clinical nursing to academia and its' impact on their self-identity. Analysis of data included open, axial and selective coding.
Four themes emerged from data analysis, including: transition to academia shock, being a novice, grief and loss, and grounded in purpose.
To recruit and retain faculty, it may benefit nursing programs to develop processes that mitigate the shock, grief and loss that occurs with transition to academia while leveraging strategies that emphasize educators' impact on the profession and society.
美国乃至全球都面临着护理教师严重短缺的问题，这限制了符合条件的护理专业学生进入护理项目的数量。为了帮助招聘和留住教师，有必要了解从临床护理实践过渡到学院和大学护理教育工作对教育工作者的自我认同的影响。
本研究旨在探讨从护理角色过渡到教育者角色对护士自我认同的影响。研究问题是：“当护士从护理实践角色过渡到教育者角色时，他们如何看待对自我认同的影响？”
在这项定性研究中，数据收集包括半结构化访谈和人口统计学调查。半结构化访谈是与一名研究人员进行的虚拟一对一访谈。访谈结束后，对数据进行了分析，并确定了对体验至关重要的主题。
参与者是 8 名目前担任护士教育者角色并注册为博士护理研究生的注册护士。
对 8 名护士教育者进行了访谈，内容是他们从临床护理向学术界的过渡及其对自我认同的影响。数据分析包括开放、轴向和选择性编码。
数据分析中出现了四个主题，包括：向学术界过渡的冲击、新手身份、悲伤和失落、以及目的感。
为了招聘和留住教师，护理项目可能会受益于制定减轻向学术界过渡时出现的冲击、悲伤和失落的流程，同时利用强调教育工作者对专业和社会的影响的策略。
