The nursing faculty shortage is expected to persist throughout the next decade. Understanding what influences transition from clinician to educator and retention can improve approaches used in nursing programs for those aspiring to careers in nursing education.
This qualitative study elicited the experiences of participants who completed a structured program to prepare clinicians to become clinical faculty for prelicensure students.
Focus groups uncovered participant perspectives on “learning how to teach.”
Using interpretive phenomenological analysis, the themes (1) I'm not sure I can do this, (2) changing perspectives-learning to teach, and (3) instilling confidence emerged.
Novice educators reported benefitting most from exposure to multiple teaching methods, simulated teaching encounters, and group debriefing as they learned to become educators.
Author Affiliations: Associate Professor (Drs Jarosinski, Reid, and Hinderer [Formerly]), Professor (Dr Seldomridge), School of Nursing; Director, Richard A. Henson Medical Simulation Center (Dr Seldomridge), College of Health and Human Services, Salisbury University, Maryland; Nurse Scientist (Dr Hinderer), Institute for Nursing Research and Evidence Based Practice, Connecticut Children's Medical Center, Hartford.
This project was developed with the assistance of a Maryland Higher Education Commission Nurse Support Program II grant under the auspices of the Maryland Health Services Cost Review Commission.
The authors declare no conflicts of interest.
Correspondence: Dr Jarosinski, Salisbury University School of Nursing, 1101 Camden Avenue, Salisbury, MD 21801 (email@example.com).
Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com).
Accepted for publication: January 21, 2019
Published ahead of print: February 15, 2019
Cite this article as: Jarosinski JM, Seldomridge LA, Reid TP, Hinderer KA. “Learning how to teach” in nursing: perspectives of clinicians after a formal academy. Nurse Educ. 2019; doi: 10.1097/NNE.0000000000000662. [Epub ahead of print]