Transitioning From Practice to Academia: An Integrative Review of Facilitators and Barriers

2.50
Hdl Handle:
http://hdl.handle.net/10755/603876
Category:
Full-text
Type:
Poster
Title:
Transitioning From Practice to Academia: An Integrative Review of Facilitators and Barriers
Author(s):
Legare, Terri Lea; Armstrong, Deborah K.
Lead Author STTI Affiliation:
Rho Phi
Author Details:
Terri Lea Legare, RN, tlegare@umassd.edu; Deborah K. Armstrong, RN
Abstract:
Session presented on Saturday, April 9, 2016 and Friday, April 8, 2016: A nursing faculty shortage has been documented and is anticipated to persist according to the American Association of Colleges of Nursing (AACN, 2009). The lack of academic nursing faculty in turn contributes to the nursing shortage (Benner, Sutphen, Leonard, & Day, 2010; Bellack & Tanner, 2010; Institute of Medicine, 2011). Many qualified applicants to pre-licensure nursing programs have been turned away because of the inability to attract and retain qualified and competent academic nursing faculty (AACN, 2011; National Advisory Council of Nursing Education, 2010; NLN, 2014; Yedidia, Chou, Brownlee, Flynn, & Tanner, 2014).  Perpetuating this problem, novice nurse educators frequently struggle as they transition from clinical practice into an academic role.  Although they are experts in the clinical setting, they are often unprepared for the academic role educationally or experientially, leaving them unable to competently fulfill the role requirements, and leading to their attrition from the role.  There is little research regarding how to support clinical nurses with advanced degrees as they transition into the role of an academic nurse educator. The purpose of this integrative review is to present a synthesis of the academic literature on transitioning from practice to academia, and explore the facilitators and identify barriers in the transition process. Nursing education literature form 2010 to 2014 was reviewed utilizing Whittemore and Knafl’s (2005) method. Search terms utilized included: expert clinical, nurse faculty or educator, facilitators, barriers, strategies for success, transition. Peer reviewed literature from the United States, and published during the years 2010-2014 was included in order to contemporize the concept of the transition form practice to academia after publication of the landmark studies Educating Nurses (Benner, et al., 2010) and The Future of Nursing (IOM, 2011). Nine empirical and theoretical articles were ultimately included in this integrative review.  Predominant themes and concepts were abstracted from the sample and identified as facilitators or barriers in the transition process of nurses from clinical practice to academic nurse educator positions. Facilitators included mentoring, professional development, socialization and institutional support. Factors identified as barriers included role ambiguity, role strain, lack of educational preparation to the role of academia, and lack of mentoring or peer support. Understanding the facilitators and barriers to the transition of the expert clinical nurse to a novice nurse educator role will lead to best practices to facilitate an effective transition. A successful transition reaches father than the individual novice academic nurse educator by positively impacting recruitment and retention of clinical nurses to academia.
Keywords:
novice nurse educator; transition to academia; faculty role development
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16PST50
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleTransitioning From Practice to Academia: An Integrative Review of Facilitators and Barriersen
dc.contributor.authorLegare, Terri Leaen
dc.contributor.authorArmstrong, Deborah K.en
dc.contributor.departmentRho Phien
dc.author.detailsTerri Lea Legare, RN, tlegare@umassd.edu; Deborah K. Armstrong, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603876en
dc.description.abstractSession presented on Saturday, April 9, 2016 and Friday, April 8, 2016: A nursing faculty shortage has been documented and is anticipated to persist according to the American Association of Colleges of Nursing (AACN, 2009). The lack of academic nursing faculty in turn contributes to the nursing shortage (Benner, Sutphen, Leonard, & Day, 2010; Bellack & Tanner, 2010; Institute of Medicine, 2011). Many qualified applicants to pre-licensure nursing programs have been turned away because of the inability to attract and retain qualified and competent academic nursing faculty (AACN, 2011; National Advisory Council of Nursing Education, 2010; NLN, 2014; Yedidia, Chou, Brownlee, Flynn, & Tanner, 2014).  Perpetuating this problem, novice nurse educators frequently struggle as they transition from clinical practice into an academic role.  Although they are experts in the clinical setting, they are often unprepared for the academic role educationally or experientially, leaving them unable to competently fulfill the role requirements, and leading to their attrition from the role.  There is little research regarding how to support clinical nurses with advanced degrees as they transition into the role of an academic nurse educator. The purpose of this integrative review is to present a synthesis of the academic literature on transitioning from practice to academia, and explore the facilitators and identify barriers in the transition process. Nursing education literature form 2010 to 2014 was reviewed utilizing Whittemore and Knafl’s (2005) method. Search terms utilized included: expert clinical, nurse faculty or educator, facilitators, barriers, strategies for success, transition. Peer reviewed literature from the United States, and published during the years 2010-2014 was included in order to contemporize the concept of the transition form practice to academia after publication of the landmark studies Educating Nurses (Benner, et al., 2010) and The Future of Nursing (IOM, 2011). Nine empirical and theoretical articles were ultimately included in this integrative review.  Predominant themes and concepts were abstracted from the sample and identified as facilitators or barriers in the transition process of nurses from clinical practice to academic nurse educator positions. Facilitators included mentoring, professional development, socialization and institutional support. Factors identified as barriers included role ambiguity, role strain, lack of educational preparation to the role of academia, and lack of mentoring or peer support. Understanding the facilitators and barriers to the transition of the expert clinical nurse to a novice nurse educator role will lead to best practices to facilitate an effective transition. A successful transition reaches father than the individual novice academic nurse educator by positively impacting recruitment and retention of clinical nurses to academia.en
dc.subjectnovice nurse educatoren
dc.subjecttransition to academiaen
dc.subjectfaculty role developmenten
dc.date.available2016-03-29T13:11:40Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:11:40Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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