From Bedside to Classroom: The Nurse Educator Transition Model

Schoening, Anne M.

doi:10.1097/00024776-201305000-00007

Cited by 23 publications

(41 citation statements)

References 11 publications

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“…Many clinicians become faculty with little preparation in how to teach, a major source of stress in the first year of teaching. This was a consistent theme reported in the literature (Cangelosi et al, 2009;Gardner, 2014;Santisteban & Egues, 2014;Schoening, 2013;White et al, 2010). To ease this transition, clinicians need formal preparation for the teaching role, which can include topics such as defining the faculty role, planning and guiding student experiences, using formative and summative evaluations, understanding ethical and legal considerations, dealing with difficult students, and incorporating simulation (Cangelosi et al, 2009;Reid et al, 2013;Schoening, 2013).…”

Section: Formal Preparation For Teachingsupporting

confidence: 89%

“…This was a consistent theme reported in the literature (Cangelosi et al, 2009;Gardner, 2014;Santisteban & Egues, 2014;Schoening, 2013;White et al, 2010). To ease this transition, clinicians need formal preparation for the teaching role, which can include topics such as defining the faculty role, planning and guiding student experiences, using formative and summative evaluations, understanding ethical and legal considerations, dealing with difficult students, and incorporating simulation (Cangelosi et al, 2009;Reid et al, 2013;Schoening, 2013). Formal preparation can be offered as a face-to-face Clinical Nurse Academy (Cangelosi et al, 2009), as a 3 to 6 week online course (CNL, 2014;IUSON, 2014), or as a hybrid course such as the Eastern Shore Faculty and Mentorship Initiative (ES-FAMI), a 30-contact hour hybrid program that includes face-to-face meeting, teaching/learning simulation, and online components (Reid et al, 2013).…”

Section: Formal Preparation For Teachingsupporting

confidence: 89%

“…A structured orientation that includes a comprehensive faculty reference manual can facilitate new faculty's socialization into the academic culture (Santisteban & Egues, 2014;Schoening, 2013). The essential content and format of the faculty reference manual go beyond a compilation of standard school policies.…”

Section: Guidance Navigating the Academic Culturementioning

confidence: 99%

“…However, new faculty need ongoing guidance as they encounter their institution's expectations related to teaching, scholarship, and service (Wilson et al, 2010). Creating a welcoming community of nurse educators that allows a gradual acclimatization to faculty role responsibilities can mitigate some of the stresses of the first year of teaching (Cangelosi, 2014;Schoening, 2013;White et al, 2013). Whether communities meet weekly the first semester (Blauvelt & Spath, 2008), monthly (Baker, 2010), or online (McAllister et al, 2014), their purpose is to provide a safe environment for new faculty to discuss teaching, faculty role responsibilities, and their experience of the transition from expert clinician to novice educator (Baker, 2010;Blauvelt & Spath, 2008;McAllister et al, 2014).…”

Section: Solidifying the Dyad Relationshipmentioning

confidence: 99%

“…Whether communities meet weekly the first semester (Blauvelt & Spath, 2008), monthly (Baker, 2010), or online (McAllister et al, 2014), their purpose is to provide a safe environment for new faculty to discuss teaching, faculty role responsibilities, and their experience of the transition from expert clinician to novice educator (Baker, 2010;Blauvelt & Spath, 2008;McAllister et al, 2014). Clinicians often find themselves unprepared for setting teacher-student relationship boundaries and experiencing negative encounters with students (Schoening, 2013). Using simulation to practice managing difficult student scenarios within the safety of the community can also be effective (Hunt et al, 2013;Reid et al, 2013).…”

Section: Solidifying the Dyad Relationshipmentioning

confidence: 99%

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

Grassley¹,

Lambe²

2015

J Nurs Educ

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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.]

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Section: Formal Preparation For Teachingsupporting

confidence: 89%

Section: Formal Preparation For Teachingsupporting

confidence: 89%

Section: Guidance Navigating the Academic Culturementioning

confidence: 99%

Section: Solidifying the Dyad Relationshipmentioning

confidence: 99%

Section: Solidifying the Dyad Relationshipmentioning

confidence: 99%

See 3 more Smart Citations

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

Grassley¹,

Lambe²

2015

J Nurs Educ

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Predictive Factors Impacting Intent-to-Stay Teaching for Associate Degree Adjunct Clinical Nurse Faculty

Woodworth

2016

Teaching and Learning in Nursing

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Background: The full-time nurse faculty shortage has resulted in nursing programs employing adjunct nursing faculty heavily into the clinical teaching component to fill the gap. Many adjunct faculty members continue to teach semester after semester; however, there is a lack of evidence to support the predictive factors that facilitate intent to stay teaching. Purpose: The purpose of this study was to better understand predictors of intent to stay teaching for associate degree (AD) adjunct clinical nurse faculty. Theoretical Framework: Frederick Herzberg's two-factor motivator-hygiene theory (1959) was utilized as a foundation to explore the factors that impact intent to stay teaching. Methods: Adjunct clinical nurse faculty employed in associate degree nursing programs during the 2015 calendar year were invited to participate in this study. Participants were surveyed utilizing the Job Satisfaction Survey, the Nurse Educators' Intent to Stay in Academe Scale, and demographic questionnaire via SurveyMonkey Web site. Results: Regression analysis indicated statistically significant relationships between job satisfaction, motivator, and hygiene factors with intent to stay score. In addition, faculty who had full-time employment outside of the adjunct position were found to have lower intent to stay scores compared to those working part time or not at all. Conclusions: Enhancement of adjunct clinical faculty members' job satisfaction, motivator, and hygiene factors is necessary to retain this qualified group of educators. Improvement of intent to stay in the role can improve teaching and reduce costs at similar institutions of higher learning.

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Transition Into Practice for Nursing Professional Development Specialists

et al. 2023

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Novice nursing professional development practitioners lack the experience and confidence needed to be successful in their new role. A large, multistate healthcare system implemented a facilitated, virtual nursing professional development fellowship program intended to bridge the gap by providing learning integrated with current practice, support, and community. An initial pilot of the program led to curriculum adjustments, resulting in a 6-month program that has demonstrated a positive impact on self-assessed learning gains.

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From Bedside to Classroom: The Nurse Educator Transition Model

Cited by 23 publications

References 11 publications

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

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

Predictive Factors Impacting Intent-to-Stay Teaching for Associate Degree Adjunct Clinical Nurse Faculty

Transition Into Practice for Nursing Professional Development Specialists

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