Learning Objective #1: Describe the role of caring in the support of new nurse educators

Learning Objective #2: Identify the experiences of new nursing faculty as they embarked on their academic career

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Transitioning to the role of nurse educator can be very difficult. Nurses may be very well prepared clinically, but may feel ill-prepared to assume the role of nurse educator. This transition associated with the progression from novice to expert as a nurse educator can produce high levels of anxiety. Most anxiety results from becoming familiar with the expectations of the role, and performing well in the classroom setting. There is also anxiety associated with fulfilling university requirements for tenure and promotion. Using Boykin-Schoenhofer's theory of nursing as caring as a guiding framework, new faculty members can be supported as they enter their career as a nurse educator. The purpose of this research was to identify the experiences of the new faculty as they embarked on their academic career, and describe the impact of active caring by experienced faculty on the successful transition to the nurse educator role.

This research utilized a focus group of nursing faculty hired within the previous five years at one institution to discuss their experiences as they made the transition into the nursing educator role. A series of open-ended questions were used to guide the discussion, and identify the perceived level of caring support. The responses were summarized, and common themes emerged.

Nurse educators new to the role are greatly encouraged by faculty who engage in active caring through the development of mentoring relationships. These new faculty described the transition to the role of nurse educator as difficult, but appreciated the efforts of experienced faculty to support them through the use of caring actions.

By incorporating active caring as an integral component in the faculty orientation process, nurse leaders can support new nurse educators as they enter their academic career.