Substantive theory on commitment to nurse teacherhood

Area of Science:

• Nursing Education
• Qualitative Research
• Grounded Theory

Background:

• Nurse teacher roles are typically analyzed through tasks, skills, and management.
• Limited understanding exists regarding nurse teachers' self-perceptions of their role.

Purpose of the Study:

• To explore nurse teachers' descriptions of their own teacherhood.
• To develop a substantive theory on nurse teacherhood, its evolution, and manifestations.

Main Methods:

• Semi-structured interviews with 34 nurse teachers from Finnish polytechnics (universities of applied sciences).
• Grounded theory methodology for data analysis.

Main Results:

• Nurse teacherhood is a dynamic process influenced by organizational changes, healthcare culture, self-esteem, competence focus, student relationships, and professional future.
• Commitment is identified as the central element of nurse teacherhood.
• Eight types of commitment were identified, ranging from searching for and adapting to a position to uncertainty and withdrawal.

Conclusions:

• Nurse teacherhood is a multifaceted and evolving professional identity.
• Understanding the diverse forms of commitment is crucial for supporting nurse educators.
• The findings contribute to a deeper theoretical understanding of the nursing education profession.