Clinical Nurses Transitioning Into a Faculty Role: The Influence of Cultural Dissonance

2.50
Hdl Handle:
http://hdl.handle.net/10755/160105
Type:
Presentation
Title:
Clinical Nurses Transitioning Into a Faculty Role: The Influence of Cultural Dissonance
Abstract:
Clinical Nurses Transitioning Into a Faculty Role: The Influence of Cultural Dissonance
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2006
Author:Schriner, Cheryl, PhD, MSN, BSN, BC
P.I. Institution Name:Lourdes College
Title:Dean
Contact Address:School of Nursing, 6832 Convent Boulevard, Sylvania, OH, 43560, USA
Contact Telephone:419-824-3794
Nursing faculty are initially socialized into the culture of the nursing profession and then must transition into the culture of the academic discipline of nursing as they assume their new professorial role. This qualitative study explored how cultural similarities and differences influenced the transition of clinical nurses into a faculty role. The study was guided by Peterson and Spencer's (1990) model of organizational culture and Schlossberg's (1995) adult transition theory. Components of culture (e.g., values and beliefs) of seven nurses new to the faculty role were examined using multiple methods including document review, interviews, and observations. Six themes emerged from the cross-case comparative data analysis including: (a) stressors and facilitators of transition, (b) deficient role preparation, (c) changing student culture, (d) realities of clinical teaching and practice, (e) hierarchy and reward, and (f) cultural expectation versus cultural reality. The results of this research led to the following conclusions. First, cultural dissonance exists in new nursing faculty as nurses adjust to a faculty role based on the values they bring from clinical practice. Second, cultural dissonance creates conflict in nursing faculty that influences the transition of nurses into academe. Third, access to faculty mentors who understand the issue of cultural dissonance will facilitate nurses' transition into faculty roles. Fourth, cultural dissonance can be improved through formal education and socialization to the faculty role. Finally, colleges of nursing must adapt to the values inherent in the nursing profession. Important implications for policy and practice emerged from this research, which included the importance of (a) providing clear expectations for the faculty role, (b) increasing the availability of programs in nursing education, (c) increasing access to faculty role models, (d) improving resources and support for clinical faculty, and (e) creating a reward structure based on values inherent in the nursing profession.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleClinical Nurses Transitioning Into a Faculty Role: The Influence of Cultural Dissonanceen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160105-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Clinical Nurses Transitioning Into a Faculty Role: The Influence of Cultural Dissonance</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Schriner, Cheryl, PhD, MSN, BSN, BC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Lourdes College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Dean</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 6832 Convent Boulevard, Sylvania, OH, 43560, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">419-824-3794</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cschriner@lourdes.edu</td></tr><tr><td colspan="2" class="item-abstract">Nursing faculty are initially socialized into the culture of the nursing profession and then must transition into the culture of the academic discipline of nursing as they assume their new professorial role. This qualitative study explored how cultural similarities and differences influenced the transition of clinical nurses into a faculty role. The study was guided by Peterson and Spencer's (1990) model of organizational culture and Schlossberg's (1995) adult transition theory. Components of culture (e.g., values and beliefs) of seven nurses new to the faculty role were examined using multiple methods including document review, interviews, and observations. Six themes emerged from the cross-case comparative data analysis including: (a) stressors and facilitators of transition, (b) deficient role preparation, (c) changing student culture, (d) realities of clinical teaching and practice, (e) hierarchy and reward, and (f) cultural expectation versus cultural reality. The results of this research led to the following conclusions. First, cultural dissonance exists in new nursing faculty as nurses adjust to a faculty role based on the values they bring from clinical practice. Second, cultural dissonance creates conflict in nursing faculty that influences the transition of nurses into academe. Third, access to faculty mentors who understand the issue of cultural dissonance will facilitate nurses' transition into faculty roles. Fourth, cultural dissonance can be improved through formal education and socialization to the faculty role. Finally, colleges of nursing must adapt to the values inherent in the nursing profession. Important implications for policy and practice emerged from this research, which included the importance of (a) providing clear expectations for the faculty role, (b) increasing the availability of programs in nursing education, (c) increasing access to faculty role models, (d) improving resources and support for clinical faculty, and (e) creating a reward structure based on values inherent in the nursing profession.</td></tr></table>en_GB
dc.date.available2011-10-26T22:37:52Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:37:52Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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