Background: The current nursing faculty shortage rapidly has expanded the need to hire faculty. New faculty are clinical experts in their own practice; however, many lack formal knowledge about the academic setting, making the transition from practice to academia difficult.
Method: A qualitative descriptive study was developed to identify how new faculty transition into their academic positions. The sample consisted of 12 clinical nursing faculty participants.
Results: A total of 12 themes emerged: awful day as faculty, career plans, compensation, finding my place in academia, great day at clinical, "I wanted to be successful," preparation for the faculty role, struggling, student experiences, support, lack of support, and surprise. Finding ways to recruit and retain qualified faculty is imperative.
Conclusion: Inadequate support for transitioning to the faculty role may contribute to faculty turnover; developing a strong mentoring program may help retain qualified faculty. .
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| http://dx.doi.org/10.3928/01484834-20230612-01 | DOI Listing |
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