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|a RT81.U6 S66 2013_SooklallRaywattie |2 BU-Local |
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|a The lived experience of adjunct faculty transitioning from clinical practice to academia : a phenomenological inquiry |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2013. |
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|a Includes bibliographical references (leaves 115-127). |
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|a Copyright Raywattie Sooklall. 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 Background: The nursing faculty shortage in the United States has resulted in qualified applicants being denied admission to nursing programs. The resulting response from Schools of Nursing is to recruit educators from the clinical area in the capacity of adjunct or part-time faculty. Oftentimes, adjunct faculty have little or no training on how to teach in the classroom and the clinical setting or how to maneuver the academic institution of employment. Purpose: To explore the lived experiences of adjunct faculty transitioning from clinical practice to the academic setting to gain an understanding of the meaning of the transition experience to develop recruitment and retention strategies. Philosophical Underpinning: A qualitative, hermeneutic phenomenological approach, guided by van Manen’s method. Methods: Ten participants were recruited from one undergraduate nursing program in South Florida through purposive and snowball sampling. Data were collected through audio-taped personal interviews and researcher’s reflexive notes. Data were analyzed using van Manen’s hermeneutical process and incorporating the four existentials : spatiality, corporeality, temporality, and communality. Saturation was achieved after the eighth participant was interviewed. Results: The themes of meaning, impact, self-determination, and competence emerged from the data. The participants were psychologically empowered by their work environment in clinical practice which enhanced their role performance, perceived success, and satisfaction in the adjunct faculty role. Minimal or no orientation, absence of formal mentoring, and lack of consistent support from full-time faculty were major factors identified for delaying entry to the academic setting. Conclusions: This research revealed that transitioning from clinical practice to the academic setting was a necessary extension of the lifeworld of the research participants. The findings suggest that mentoring, formal orientation, and supervision by full-time faculty will facilitate the transitioning from clinical practice to academia. Future research that include BSN programs, males, ethnic diversity, and nurses younger than 35 years will contribute to the findings of this study in alleviating the nursing faculty shortage. |
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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 Study and teaching |x United States. |
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|a Nursing schools |x Faculty. |
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|a College teachers, Part-time. |
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|a Nurses |x Supply and demand |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/AA00001923/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/23/00001/RT81_U6 S66 2013_SooklallRaywattiethm.jpg |
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|a Theses and Dissertations |
