Bridging the Gap From Clinical Expert to Academic Educator

Intro: As seasoned faculty leave teaching roles through retirement, there is a growing need to support new faculty in their professional development as they bridge the gap from clinical practice to academia. Our session will discuss common obstacles experienced by new faculty and support participants in exploring creative and collaborative solutions. Main points of discussion are the transition from expert to educator, navigating academia, finding support, and developing a personal teaching style. Learning outcomes are that the learner will identify obstacles experienced by new faculty transitioning from clinical practice to academia and be able to formulate strategies to effectively facilitate the transition from clinical practice to the faculty role. Grassley & Lambe (2015) noted that new nursing faculty brings strong clinical skills and a desire to teach though they are unprepared for the role. The role faculty is very different than the role of clinical provider though both teach. Purpose: Our purpose is to explore common obstacles experienced by new faculty and support participants in identifying creative and collaborative solutions. Topics will include formal education gaps, navigation through academia as a new member, finding support within the academic framework and developing a personal teaching style. Methods: Exploration of topics will include storytelling, small group reflection and sharing, and illuminating the current literature via lecture discussion. Outcome: Participants will gain understanding of obstacles experienced by new faculty and will be able to formulate strategies to effectively facilitate the transition from clinical practice to the faculty role. Conclusion: The transition experience is common for new nursing faculty. More new faculty from a clinical background is joining the world of academia in the last decade. Literature states that formal structured sustainable mentoring programs are essential to successful transition (Grassley & Lambe, 2015). Improving the transition period may ultimately increase new nursing faculty retention, job satisfaction, and future involvement in the mentoring and support of new faculty. Further research and development are needed on this topic.