An Analysis and Evaluation of Basic Needs Theory and Transition Theory.

Academic clinical nurse educators are valued for their current clinical expertise; however, they often have little training in pedagogy. Current research has focused on strategies to improve orientation, support, confidence, and retention. The purpose of this paper is to analyze and evaluate transition theory and basic needs theory as they relate to the phenomenon of becoming a clinical instructor.

Nurse Faculty Administrators' Experiences of Communication, Cooperation, Coordination, and Collaboration During Educational Disruption.

Aim: The primary purposes of the study were to describe nurse faculty administrators' experiences of rapid transition and disruption in nursing education during the COVID-19 pandemic.

Background: The disruption and shift to remote learning for nursing education programs posed challenges for these administrators.

Method: A descriptive survey methodology with a convenience sample was used with the Four Cs of Disaster Partnering framework.