Easing the Transition From Clinician to Nurse Educator: An Integrative Literature Review

Abstract

Background: Experienced clinicians who choose to become academic nurse educators bring to their new faculty role strong clinical skills and a desire to influence the next generation of nurses. However, many find themselves unprepared for the challenges they encounter. Intentional mentoring is needed to ease their transition from clinician to nurse educator. Method: An integrative literature review was conducted to identify the essential components of a comprehensive mentoring program to facilitate a positive transition experience from expert clinician to novice nursing faculty. Searches were conducted of the ProQuest Central and CINAHL databases for peer-reviewed articles. Results: A review of 17 publications and seven Web sites identified formal preparation for teaching, guidance navigating the academic culture, and a structured mentoring program as essential to clinicians’ successful transition to academic nursing faculty. Conclusion: Sustainable mentoring programs require recognition of mentoring as central to nursing education and administrative investment of resources. [ J Nurs Educ. 2015;54(7):361–366.]

Training model for online nurse educators

“…[3,4] Mentoring articles to address faculty retention issues are abundant in the literature, but limited research exists for mentoring online faculty. [5][6][7][8] The increase in online education has changed how many universities deliver instruction. As a result, programs and degrees can be earned fully online.…”

“…[11] A nursing faculty position is very different from a clinical practice and transition into the role is burdened by many challenges. [6,12] Without preparing future faculty and informing them of the expectations of academia the result may be role strain and job dissatisfaction. [4,12] Sharing knowledge and wisdom of experienced nurse educators with novice nurses assists them in assimilating to their new role.…”

“…[4,12] Sharing knowledge and wisdom of experienced nurse educators with novice nurses assists them in assimilating to their new role. [6,13] Grassley and Lambe [6] support investment in future nurse educators; clinicians who are new to education as well as graduate and doctoral students who are poised to educate as future instructors support this premise. Professional development at the start of academic careers that include mentoring and structured training may enhance success.…”

“…Professional development at the start of academic careers that include mentoring and structured training may enhance success. [6,9] Literature attests to the need for intentional mentoring to transition nurses from bedside to educator as a way to improve nurse educator retention and to support successful transition to the academic environment. [6,8,9] Programs that provide comprehensive support including continuing education, certification, and educational coursework specific to curriculum, teaching and learning, and educational theories can improve instructional processes for the educator.…”

“…[6,9] Literature attests to the need for intentional mentoring to transition nurses from bedside to educator as a way to improve nurse educator retention and to support successful transition to the academic environment. [6,8,9] Programs that provide comprehensive support including continuing education, certification, and educational coursework specific to curriculum, teaching and learning, and educational theories can improve instructional processes for the educator. [4,14] Structured orientation that includes essential education skills as well as mentoring should be part of an orientation program for new educators.…”