The Transition from Military Nurse to Nurse Faculty: A Descriptive Study

"Finding My Place in Academia": Understanding the Experiences of Novice Faculty

BACKGROUND

The current nursing faculty shortage rapidly has expanded the need to hire faculty. New faculty are clinical experts in their own practice; however, many lack formal knowledge about the academic setting, making the transition from practice to academia difficult.

METHOD

A qualitative descriptive study was developed to identify how new faculty transition into their academic positions. The sample consisted of 12 clinical nursing faculty participants.

RESULTS

A total of 12 themes emerged: awful day as faculty, career plans, compensation, finding my place in academia, great day at clinical, "I wanted to be successful," preparation for the faculty role, struggling, student experiences, support, lack of support, and surprise. Finding ways to recruit and retain qualified faculty is imperative.

CONCLUSION

Inadequate support for transitioning to the faculty role may contribute to faculty turnover; developing a strong mentoring program may help retain qualified faculty. [J Nurs Educ. 2023;62(8):433-442.].

What do novice faculty need to transition successfully to the nurse faculty role? An integrative review

OBJECTIVES

The objective was to describe and illustrate what is known about the needs of novice nursing faculty as they transition into the faculty role. The worldwide nursing shortage is partly due to the lack of faculty, and one reason for that lack is the reported difficulty of transitioning into the faculty role.

METHODS

An integrative review of the literature was conducted.

RESULTS

Results demonstrated that new faculty are either intentionally supported in their new environment, with successful development of their skills and career, or they are unintentionally unsupported, which leaves them languishing and reduces intent to stay.

CONCLUSIONS

Despite gaps in the literature and a low level of strength of evidence, the review offers implications for managing and maintaining relationships with novice faculty to facilitate their ultimate success. Institutions should aim to have in place identified elements that ensure novice faculty are intentionally supported rather than unintentionally unsupported.

No Longer Expert: A Meta-Synthesis Describing the Transition From Clinician to Academic

BACKGROUND

Recruitment of nurse clinicians into academic nursing has been important in addressing the faculty shortage. A description of their experiences as novice faculty could provide insights into easing their transition and improving faculty retention.

METHOD

A systematic review of existing qualitative evidence was conducted to describe how nurses experience the transition from clinical practice to nursing academic. Criteria established by the Joanna Briggs Institute guided the review.

RESULTS

The meta-synthesis of the 12 selected qualitative studies yielded 11 themes and four meta-themes, which included: Unprepared, No Longer an Expert, In Search of Mentoring, and Beginning to Thrive.

CONCLUSION

The transition from expert clinician to novice faculty is difficult as teaching is different than practicing nursing. The expert clinicians often were unprepared for the demands of their faculty role and missed being experts. To begin to thrive, they needed orientation to the academic culture, intentional mentoring, and professional development in teaching and learning. [J Nurs Educ. 2020;59(7):366-374.].

Transitioning from clinician to nurse practitioner clinical faculty: A systematic review

BACKGROUND

Schools of nursing are challenged with recruiting and retaining nurse practitioner (NP) clinical faculty in a job market where the few qualified candidates have competing professional opportunities. The role transition from clinician to clinical faculty is stressful, and many faculty have unmet needs for support.

OBJECTIVES

This article will identify strategies universities can implement to increase retention in the faculty role by facilitating the transition from clinician to NP clinical faculty.

DATA SOURCES

Articles were identified from the following databases: PubMed, Embase, PsychInfo, CINAHL Plus, Web of Science, Google Scholar, and Cochrane Library.

CONCLUSIONS

The transition from clinician to the NP role can be very difficult. New faculty experience culture shock and concerns about maintenance of clinical practice. Orientation, peer support, and mentoring can mitigate the challenges and support the transition.

IMPLICATIONS FOR PRACTICE

Schools of nursing can facilitate the transition from clinician to NP clinical faculty by developing an onboarding program that integrates mentoring, orientation, and ongoing support.

From Military to Academic Nursing: Embracing an Untapped Leadership Resource

BACKGROUND

Strong leaders are essential for nursing program success, yet few faculty are interested or qualified to assume leadership positions within academia. This generates concern over lingering shortages and lack of succession planning.

METHOD

A qualitative, descriptive study examined the transition experience of military nurses who became nurse educators. Emerging from an analysis of interviews with 13 Veteran nurses, the subtheme of "using my leadership toolbox" is explored within the context of leadership development.

RESULTS

Grounded in their military leadership development, the participants modeled essential leader qualities. They demonstrated confidence, vision, humility, a strong work ethic, clear communication, and a willingness to assume risk.

CONCLUSION

Veteran nurses may be a viable solution to bring leadership knowledge, behaviors, and experience to the faculty role. Current academic leaders should facilitate the translation of these leadership attributes to address ongoing challenges facing nursing education. [J Nurs Educ. 2018;57(6):355-358.].