Part-Time Nursing Faculty Perceptions of Their Learning Needs During Their Role Transition Experiences

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• 作者：Rhoda A. Owens ; PhD ; RN ; ^{rhoda.owens@und.edu}
• 关键词：Part-time nursing faculty ; Associate degree faculty ; Pedagogical skills ; Role transition ; Transformative learning ; Professional identity
• 刊名：Teaching and Learning in Nursing
• 出版年：2017
• 出版时间：January 2017
• 年：2017
• 卷：12
• 期：1
• 页码：12-16
• 全文大小：214 K
• 卷排序：12

文摘

The purpose of this study was to explore and interpret the part-time nursing faculty's perceptions of their need to learn pedagogical skills during their role transition experiences from an expert clinician identity to a clinical instructor identity while teaching at a rural 2-year institution (community college). A qualitative design with Moustaka's phenomenological methods approach was conducted with 3 nurses as they transitioned into their clinical instructor identities. Analysis of the data yielded 5 themes: (a) development of their clinical instructor identity; (b) perception of similar and different learning needs; (c) incentive and motivation to learn; (d) the necessity of prior and current nursing experience; and (e) the importance of other faculty and resources. Study results propose the use of Illeris' Transformative Learning and Identity theory as a framework for associate degree nursing program administrators to use in the development of successful part-time faculty orientation and professional development programs.