J Nurs Educ. 2023 Aug;62(8):433-442. doi: 10.3928/01484834-20230612-01. Epub 2023 Aug 1.
The current nursing faculty shortage rapidly has expanded the need to hire faculty. New faculty are clinical experts in their own practice; however, many lack formal knowledge about the academic setting, making the transition from practice to academia difficult.
A qualitative descriptive study was developed to identify how new faculty transition into their academic positions. The sample consisted of 12 clinical nursing faculty participants.
A total of 12 themes emerged: awful day as faculty, career plans, compensation, finding my place in academia, great day at clinical, "I wanted to be successful," preparation for the faculty role, struggling, student experiences, support, lack of support, and surprise. Finding ways to recruit and retain qualified faculty is imperative.
Inadequate support for transitioning to the faculty role may contribute to faculty turnover; developing a strong mentoring program may help retain qualified faculty. .
当前护理教师短缺迅速扩大了招聘教师的需求。新教师是其自身实践领域的临床专家；然而，许多人缺乏关于学术环境的正式知识，使得从实践到学术的过渡变得困难。
开展了一项定性描述性研究，以确定新教师如何过渡到他们的学术职位。样本由 12 名临床护理教师参与者组成。
共出现 12 个主题：当教师的糟糕日子、职业规划、薪酬、在学术界找到自己的位置、在临床工作的美好日子、“我想成功”、为教师角色做准备、挣扎、学生经历、支持、缺乏支持和惊喜。寻找招聘和留住合格教师的方法至关重要。
为过渡到教师角色提供的支持不足可能导致教师流失；制定强有力的指导计划可能有助于留住合格的教师。
