The study is an inquiry into the experiences of associate degree in nursing (ADN) faculty as they transition to teaching in a baccalaureate-nursing program, focusing primarily on their perspectives. The study is concerned with the effective transition of ADN faculty transitioning to teaching in a baccalaureate-nursing program. Since the transition of novice faculty involves learning a different set of competencies, it makes sense that another set of competencies would be required of faculty transitioning to teaching at advanced levels. Therefore; the purpose of this study is to explore, capture, and understand the experiences of ADN faculty as they transition to teaching in a baccalaureate-nursing program. The goal is to uncover and appreciate how ADN faculty cope and thrive during the transition, as well as, identify barriers to the transition process.
Methods:
This study will be guided by the main overarching question of: “What are the experiences of associate degree nursing faculty as they transition to teaching in a baccalaureate-nursing program?” As such, a basic qualitative research methodology will be used to conduct this study. The intent of this research is to explore, capture, and understand the experiences of ADN faculty as they transition to teaching in a baccalaureate-nursing program. Data collection for this study will include in-depth, open-ended interviews, observation, and document analysis. This exploration will provide a better understanding of faculty members’ motivation as well as details on their behaviors and attitudes.
Two conceptual frameworks were chosen as the lens for this study, Meleis’s (2010) transition theory and Taylor-Powell and Boyd’s (2008) three-component framework for capacity building. Meleis’s (2010) transition theory was selected as a conceptual framework in which to relate the characteristics of the individual and from which to describe and explain the effects of the transition process. Taylor-Powell and Boyd’s (2008) capacity building framework was selected because of its ability to be applied to a variety of contexts as well as its potential ability to describe capacity building experiences in the context of a baccalaureate nursing program. Hence, building faculty capacity focuses on developing faculty’s potential by facilitating their ability to develop their knowledge and skills in pedagogy and scholarship in order to transition to higher levels of teaching in nursing education.
Results:
Expected results of the study include getting a better understanding of strategies that facilitate and barriers that hinder faculty while transitioning from teaching at the associate degree level to teaching at the baccalaureate level in nursing education. Additionally, transition theory has been applied successfully to facilitate healthy transitions in patient care, transition from clinical practice to academia, and transition from new graduate into the professional role. Overall, interventions that are grounded in transition theory assist nurses and nurse educators in facilitating the application of theory into practice. In the context of this study, transition theory will be applied in a new domain of nursing education in that it will be applied to nurse educators who are transitioning to teaching at advanced levels of nursing education. This study may confirm that interventions grounded in transition theory are essential in building faculty capacity to teach at advanced levels of nursing education. Building faculty’s capacity and competence based on this information has the potential to improve student achievement and graduate nurse outcomes as well as decrease attrition rates for students and faculty. The exploration of those barriers encountered by ADN faculty, who transition to teaching in baccalaureate programs, may provide information on how nursing programs can better support faculty during their transition. Implications also include identifying these barriers to either remove or decrease them
Conclusion:
Anecdotally, faculty members transitioning to teaching at advanced levels of nursing education report feelings of inadequacy, are often overwhelmed with the added responsibilities of their new roles, and question their ability to meet expectations. Subsequently, inadequate preparation for the new roles and responsibilities contributes to poor student achievement, graduate outcomes, as well as high attrition rates for both faculty and students. Hence, whether transitioning from clinical practice to or within academia, the process requires the development of new skills and acclimatization of existing skills to new environments. In fact, even experienced faculty transitioning from one setting to the next must not only adapt to new role expectations, they also become novices in the new faculty role. As such, nurse educators who transition to teaching at advanced levels of nursing education should have their new roles clearly defined and intentionally guided to the specific skills needed for the role. Finally, study may identify gaps in our knowledge and determine strategies to better facilitate the transition process. An understanding of faculty’s perceptions and experiences as they transition to teaching at advanced levels of education may help schools of nursing adopt and implement supportive strategies and policies that will enhance the transition process.