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Role Transition of Clinical Nurse Educators Employed in Both Clinical and Faculty Positions

Wenner, Teresa A.; Hakim, Amy Cooper

doi: 10.1097/01.NEP.0000000000000468

AIM The aim of this study was to explore how nurses experienced the role transition from clinical expert to part-time clinical faculty member when they worked in both a clinical and academic setting.

BACKGROUND In response to the current nurse faculty shortage and the anticipated return of a nationwide shortage of registered nurses, the use of part-time clinical nurse educators has been increasing.

METHOD Fourteen RNs were interviewed using online video conferencing for this qualitative phenomenological study.

RESULTS Study findings revealed seven key themes: different background-different experiences, guidance and support, challenges along the way, maintaining two work roles, influences of prior work experience, influence of personal attributes, and recommendations for successful transition.

CONCLUSION This work-role transition was found to be highly individualized and multifactorial. Results of the study may be beneficial in future administrative decision-making.

About the Authors Teresa A. Wenner, EdD, RN, an educator at Grand View Health in Sellerville, Pennsylvania, was a doctoral student at Grand Canyon University, Phoenix, Arizona, when this study was conducted. Amy Cooper Hakim, PhD, doctoral chair at Grand Canyon University, is also a consultant and workplace expert at Cooper Strategic Group, Inc. For more information, contact Dr. Wenner at

The authors have declared no conflict of interest.

Online date: February 25, 2019

© 2019 Lippincott Williams & Wilkins, Inc.
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