The influence of culture on clinical nurses transitioning into the faculty role

The purpose of this qualitative study was to describe how cultural differences and similarities affect the transition of nurses into the faculty role from professional clinical practice. Components of culture (e.g., values and beliefs) of seven nurses new to the faculty role were examined using multiple methods of document review, interviews, and observations. Results demonstrated that cultural dissonance creates conflict in new nurse faculty as the values they bring from clinical practice influence their transition into academe. Cultural dissonance can be improved through formal education, mentoring, and socialization to the faculty role. It recommended that schools of nursing adopt the values inherent in the nursing profession.