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Published on: June 21, 2010
The Work-Role Transition of Part-time Clinical Faculty: Seeking to Validate the Nurse Educator Transition Model
Teresa A Wenner1, Amy Cooper Hakim, Anne M Schoening
1Author Affiliations: Director (Dr Wenner), Clinical Services, Ascend Hospice, Lansdale, Pennsylvania; Principal Consultant (Dr Hakim), The Cooper Strategic Group, Inc, Boca Raton, Florida; Associate Professor and Assistant Dean for Faculty Development (Dr Schoening), Creighton University College of Nursing, Omaha, Nebraska.
Background:
Part-time clinical nurse educators who simultaneously work in both a clinical and an academic setting experience a unique work-role transition. Identifying and addressing their needs during this time may assist in new faculty retention.
Purpose:
As part of a larger study examining the work-role transition of part-time clinical nurse faculty, a specific research question was developed to determine how these individuals experience the phases of the Nurse Educator Transition (NET) model.
Methods:
This qualitative phenomenological study used both purposive and snowball sampling to recruit 14 RNs who were part-time clinical educators.
Results:
Study findings validated all 4 phases of the NET model. In addition, several participants indicated a sense of returning to the first 2 phases of transition at the beginning of new semesters and courses.
Conclusion:
The NET model is applicable to the part-time clinical nurse educator population. This theory can be used as a framework to design orientation and mentorship programs that specifically target part-time clinical nurse educators.
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Cooperative Allosteric Transitions
Cooperative Allosteric Transitions
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