Promoting the Transition to the Nurse Educator Role Through a Caring Framework

2.50
Hdl Handle:
http://hdl.handle.net/10755/149000
Type:
Presentation
Title:
Promoting the Transition to the Nurse Educator Role Through a Caring Framework
Abstract:
Promoting the Transition to the Nurse Educator Role Through a Caring Framework
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:McCoy, Cynthia
Co-Authors:Deborah Rushing, RN, MSN, COWCN
Transitioning to the role of nurse educator can be very difficult. Nurses may be very well prepared clinically, but may feel ill-prepared to assume the role of nurse educator. This transition associated with the progression from novice to expert as a nurse educator can produce high levels of anxiety. Most anxiety results from becoming familiar with the expectations of the role, and performing well in the classroom setting. There is also anxiety associated with fulfilling university requirements for tenure and promotion. Using Boykin-Schoenhofer's theory of nursing as caring as a guiding framework, new faculty members can be supported as they enter their career as a nurse educator. The purpose of this research was to identify the experiences of the new faculty as they embarked on their academic career, and describe the impact of active caring by experienced faculty on the successful transition to the nurse educator role. This research utilized a focus group of nursing faculty hired within the previous five years at one institution to discuss their experiences as they made the transition into the nursing educator role. A series of open-ended questions were used to guide the discussion, and identify the perceived level of caring support. The responses were summarized, and common themes emerged. Nurse educators new to the role are greatly encouraged by faculty who engage in active caring through the development of mentoring relationships. These new faculty described the transition to the role of nurse educator as difficult, but appreciated the efforts of experienced faculty to support them through the use of caring actions. By incorporating active caring as an integral component in the faculty orientation process, nurse leaders can support new nurse educators as they enter their academic career.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePromoting the Transition to the Nurse Educator Role Through a Caring Frameworken_GB
dc.identifier.urihttp://hdl.handle.net/10755/149000-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Promoting the Transition to the Nurse Educator Role Through a Caring Framework</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">McCoy, Cynthia </td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cmccoy@troy.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Deborah Rushing, RN, MSN, COWCN</td></tr><tr><td colspan="2" class="item-abstract">Transitioning to the role of nurse educator can be very difficult. Nurses may be very well prepared clinically, but may feel ill-prepared to assume the role of nurse educator. This transition associated with the progression from novice to expert as a nurse educator can produce high levels of anxiety. Most anxiety results from becoming familiar with the expectations of the role, and performing well in the classroom setting. There is also anxiety associated with fulfilling university requirements for tenure and promotion. Using Boykin-Schoenhofer's theory of nursing as caring as a guiding framework, new faculty members can be supported as they enter their career as a nurse educator. The purpose of this research was to identify the experiences of the new faculty as they embarked on their academic career, and describe the impact of active caring by experienced faculty on the successful transition to the nurse educator role. This research utilized a focus group of nursing faculty hired within the previous five years at one institution to discuss their experiences as they made the transition into the nursing educator role. A series of open-ended questions were used to guide the discussion, and identify the perceived level of caring support. The responses were summarized, and common themes emerged. Nurse educators new to the role are greatly encouraged by faculty who engage in active caring through the development of mentoring relationships. These new faculty described the transition to the role of nurse educator as difficult, but appreciated the efforts of experienced faculty to support them through the use of caring actions. By incorporating active caring as an integral component in the faculty orientation process, nurse leaders can support new nurse educators as they enter their academic career.</td></tr></table>en_GB
dc.date.available2011-10-26T09:54:21Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:54:21Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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