Uncovering gaps in orientation and continuing education of adjunct and part-time faculty in nursing: A scoping review
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1School of Nursing and Health Studies, University of Missouri at Kansas City, 2464 Charlotte Street, Kansas City, MO 64108, United States.
Objectives:
To map and identify gaps in the literature regarding orientation and continuing education of adjunct and part-time clinical faculty to their nurse educator role.
Background:
Before 2012, limited research occurred with non-full-time faculty in nursing.
Design:
Arksey and O'Malley's scoping review methodology was used.
Methods:
PRISMA Extension for Scoping Reviews guidelines were used. Searches were conducted in five electronic databases: APA PsycInfo, Cumulative Index to Nursing and Allied Health Literature, H. W. Wilson Education Full Text, Education Resources Information Center and Psychology and Behavioral Sciences in September 2025.
Results:
Twenty articles were reviewed. Categories included experiences and challenges, needs assessments and orientation and continuing education programs. Despite varied delivery methods of orientation and continuing education, faculty commonly reported inadequate preparation and lack of confidence in clinical teaching roles. Gaps were inconsistent definitions, sparce use of theory, single site settings and use of measures without strong psychometrics.
Conclusions:
There is a critical need for standardized, competency-based orientation and continuing education programs tailored to adjunct and part-time faculty. Future research should prioritize theory use, multi-site settings, clear role definitions and validated measures of knowledge and educator competency.
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