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An Exploration Of The Lived Experience Of Novice Adjunct Nursing Faculty As They Transition From Clinical Expert To Novice Educator, Angelique Tolentino-Martin
An Exploration Of The Lived Experience Of Novice Adjunct Nursing Faculty As They Transition From Clinical Expert To Novice Educator, Angelique Tolentino-Martin
Doctoral Dissertations and Projects
This transcendental phenomenological study aimed to describe and understand the lived experiences of novice adjunct nursing faculty teaching in the United States in undergraduate nursing programs as they transition from clinical practice to academia. The theories that guided this study are Meleis’ transition theory and Schoening’s nurse educator transition model which provide a framework for the transition experiences for novice adjunct nursing faculty. The central research question is: What are the lived experiences of novice undergraduate adjunct nursing faculty transitioning from clinical expert to novice nurse faculty? Purposive sampling and snowball sampling were used to recruit participants who were novice …
The Lived Experience Of Practical Nursing Faculty Who Have Transitioned To A Concept-Based Curriculum As Required By The North Carolina Nursing Curriculum Revision Project, Lora Poole Bartlett
The Lived Experience Of Practical Nursing Faculty Who Have Transitioned To A Concept-Based Curriculum As Required By The North Carolina Nursing Curriculum Revision Project, Lora Poole Bartlett
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological qualitative study was to understand the lived experience of practical nursing (PN) faculty who have transitioned from a systems-based curriculum to a concept-based curriculum (CBC) as required by the North Carolina nursing revision project. In recent years, nursing education transformation has been a topic of interest among government organizations, the healthcare system, nursing leaders and organizations, and faculty of nursing programs. However, literature specifically on how faculty perceive and transition into these new innovative methods of teaching is minimal. The participants in the study were PN faculty employed by North Carolina community colleges and …