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From nurse to teacher: recognizing a status passage

M MacNeil1

  • 1School of Nursing and Midwifery, University of Wolverhampton, Walsall, England.

Journal of Advanced Nursing
|March 1, 1997
PubMed
Summary

This study explores nurse teachers' career paths, focusing on their transition from nursing. Findings reveal challenges and identity shifts during this professional change.

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Area of Science:

  • Nursing Education
  • Sociology of Professions
  • Qualitative Research

Background:

  • Nurse teachers navigate a complex transition from clinical practice to academia.
  • Understanding this career shift is crucial for supporting educators in nursing programs.

Purpose of the Study:

  • To examine the career trajectories of nurse teachers.
  • To explore the transition process from nurse to educator.
  • To capture nurse teachers' experiences of role and status changes.

Main Methods:

  • Ethnographic approach utilizing in-depth interviews.
  • Modified grounded theory for qualitative data analysis.
  • Focus on participant perspectives of career and status.

Main Results:

  • Identified anticipations, expectations, and contrasts in the nurse-to-teacher role transition.
  • Highlighted 'troublesome-duality' and concerns experienced by nurse teachers.
  • Utilized the concept of 'identity' to explain transition challenges.

Conclusions:

  • The transition to nurse teaching involves significant identity negotiation.
  • Addressing the 'troublesome-duality' is key to supporting nurse educators.
  • Further research can inform strategies for successful career progression in nursing education.

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