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A Qualitative Inquiry Exploring Clinical Faculty Transition to a Concept-Based Curriculum
Teresa G León1, Anita C Reinhardt, Teresa Keller
1About the Authors The authors are faculty at the School of Nursing, College of Health, Education, and Social Transformation, New Mexico State University, Las Cruces, New Mexico. Teresa G. León, PhD, RN, ACNS-BC, is college associate professor and associate director for the undergraduate program. Anita C. Reinhardt, PhD, RN, is professor emeritus and director, Master's Degree in Leadership and Administration Program. Teresa Keller, PhD, RN, is professor and interim director, for Public Health Sciences. Elizabeth G. Kuchler, DNP, APRN, FNP-BC, is college associate professor and director, Clinical Placements, Nurse Practitioner Programs. For more information, contact Dr. León at tleon@nmsu.edu .
Clinical faculty transitioning to concept-based curricula face varied experiences. Key themes like collaboration and communication emerged, highlighting the need for better faculty support during educational change.
Area of Science:
- Nursing Education
- Curriculum Development
- Faculty Development
Background:
- Limited literature exists on faculty support during curriculum transitions.
- Clinical faculty require specific guidance when adapting to new teaching models.
Purpose of the Study:
- To explore the transition experiences of clinical faculty adopting a concept-based curriculum.
- To identify themes and stages associated with this professional change.
Main Methods:
- Qualitative study utilizing semistructured interviews with clinical faculty.
- Analysis of interview transcripts to identify thematic patterns.
- Inclusion of clinical assignment reviews and teaching observations.
Main Results:
- Nine clinical faculty from six nursing programs participated.
- Five key themes emerged, aligning with the Bridges Transition Model: Collaboration, Communication, Coordination, Coherence, and Futility.
- Individual faculty transition processes demonstrated significant variation.
Conclusions:
- Clinical faculty experiences during curriculum transition are diverse.
- Findings contribute valuable insights into the process of transitional change for clinical faculty.
- Highlights the need for tailored support systems for faculty in evolving educational environments.
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