Experiences of associate degree nursing faculty transitioning to teach in a baccalaureate program
Carleen J. Graham, PhD, MSN-Ed, Associate Professor
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In light of the repeated calls for the baccalaureate degree as the required level of entry into practice, associate degree nursing programs are in a precarious position whereby these programs and associated faculty face some very crucial decisions. These decisions include retiring the associate degree nursing program entirely, creating and focusing on baccalaureate programs, and considering which baccalaureate tracks to offer. An issue of concern is the academic leadership’s ability to support faculty as they transition to teaching at advanced levels. Few research studies have explored the transition to teaching at advanced levels of nursing education, most specifically, from associate to baccalaureate degree nursing. Consequently, several aspects of transitioning to teaching at advanced levels of nursing education have remained unexplored. The purpose of this basic qualitative research was to explore how associate degree nursing faculty members coped during the transition, identify barriers to the transition process, and answer the research question: What are the experiences of associate degree nursing faculty as they transitioned to teach in a baccalaureate-nursing program? The sample consisted of 10 associate degree nurse faculty members. Semi-structured, open-ended interviews were conducted to obtain information regarding barriers, facilitators, and capacity-building efforts during the transition process. Themes that emerged included feelings and perceptions, expectations for the new role, challenges, a supportive environment, management of the hurdles, and faculty capacity building. Recommendations for practice included creating faculty development programs focused on teaching at advanced levels of nursing education and structured orientation programs that are specific to the academic program. Further exploration is needed to clearly define and measure the factors that contribute to a healthy transition at all levels of nursing education.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27997832; ProQuest document ID: 2418074951. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Qualitative Research|
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Graham, Carleen (2018-06-29)This presentation will provide attendees with information about the context of ADN faculty members transitioning to teaching in a baccalaureate nursing program and describe the barriers and facilitators during the transition ...
Naydenova, Dafina A.; Graham, Carleen; Davis, Nicole; Lien, Vivian; Velasquez, Joana (2018-06-29)The authors describe a multi-modal approach to reducing test anxiety through the use of aroma therapy, cognitive behavioral therapy, and peer mentoring for students in accelerated nursing programs.
A national survey of faculty knowledge and experience with lesbian, gay, bisexual and transgender (LGBT) health and readiness for inclusion in teaching: Curricular implications for baccalaureate nursing programs Lim, Fidelindo (2014-11-17)Session presented on Thursday, July 24, 2014: Purpose: The purpose of this faculty needs assessment survey is to appraise the LGBT health knowledge, experience and readiness teaching LGBT health topics among the nursing ...
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