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Related Experiment Videos

Novice faculty: encountering expectations in academia.

B B Siler1, C Kleiner

  • 1Primary Care Department, School of Nursing, Medical College of Ohio, Toledo 43614-5807, USA.

The Journal of Nursing Education
|January 5, 2002
PubMed
Summary

New nursing faculty often lack adequate preparation for academic roles. This study highlights how unmet expectations impact novice faculty, suggesting improvements in faculty preparation and mentorship are crucial for retention.

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Area of Science:

  • Nursing Education
  • Qualitative Research
  • Academic Careers

Background:

  • New faculty in academia, particularly in nursing, frequently face challenges due to insufficient educational and experiential preparation for their multifaceted roles.
  • The transition into a new academic position involves navigating diverse expectations from students, peers, and the institution, often without adequate support.

Purpose of the Study:

  • To explore and understand the lived experiences of novice nursing faculty during their initial year in an academic position.
  • To identify key themes, specifically focusing on the role of expectations, from the perspective of new nursing faculty.

Main Methods:

  • A phenomenological approach was employed to investigate the subjective experiences of new faculty.
  • Data were collected through in-depth interviews with a purposeful sample of nursing faculty in their first year of a new position.

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  • Hermeneutical data analysis was used to interpret the common meanings within the faculty participants' experiences.

    • Main Results:

    • A significant theme emerging from the study was the profound impact of expectations on novice nursing faculty.
    • Participants described their own expectations based on prior student experiences and perceived expectations from students and other faculty.
    • Novice faculty struggled to reconcile these varied expectations with their limited academic experience, highlighting a gap in institutional support.

    Conclusions:

    • The findings underscore significant inadequacies in the current preparation and mentorship models for new nursing faculty.
    • There is a critical need to re-evaluate and enhance institutional practices related to the onboarding, preparation, and retention of early-career nursing educators.
    • Addressing the challenges related to expectations and providing robust mentorship are essential for fostering success and longevity in academic nursing careers.