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|a RT86.45.R36 2017_RamjohnSharon |2 BU-Local |
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|a The mentoring experiences of adjunct nursing faculty : a phenomenological inquiry |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2017. |
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|a xiv, 223 leaves : |b illustrations ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2017. |
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|a Includes bibliographical references (leaves 199-211). |
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|a Copyright Sharon Ramjohn. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a According to Resilience Theory, a specific combination of risk and protective factors interact when the background: The nursing faculty shortage is threatening health care’s infrastructure at a time when the shortage of nurses is at critical levels. To fill many of the vacant faculty positions, schools of nursing are increasingly hiring adjunct instructors. However, many adjunct nursing faculty members are expert clinicians but novice teachers who face numerous difficulties transitioning to the faculty role. Mentoring is widely cited as a strategy to assist in this transition, but limited research explores the mentoring experiences of these instructors. Purpose: This study explored the lived mentoring experiences of adjunct nursing faculty in undergraduate nursing programs. Philosophical Underpinnings: A transcendental phenomenological qualitative approach was guided by the interpretivist paradigm to gain an understanding of the lived mentoring experiences of adjunct nursing instructors. Methods: The target population was adjunct nursing faculty who teach students in undergraduate nursing programs. Purposive and snowball sampling were used, and data analysis was guided by Moustakas’s (1994) transcendental phenomenology. Results: From 20 adjunct nursing faculty members three themes and two sub-themes emerged: Transferring, Transitioning (Sub-themes: Lacking Orientation and Lacking Mentorship) and Transforming. Conclusions: This study revealed that adjunct nursing faculty members are motivated to transfer their nursing knowledge and experience to the next generation of nurses. However, they face many challenges in transitioning from the clinician’s role to the adjunct nursing faculty’s role. This study supports the need for robust mentoring and orientation programs to transform this underrepresented group of instructors into successful nurse educators. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Studying and teaching |x United States. |
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|a Nursing schools |x Faculty |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001690/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/90/00001/RT86_45_R36 2017_RamjohnSharonthm.jpg |
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|a Theses and Dissertations |
