A journey of nurses: paradigm shift from clinical to nursing academe/ John Paul G. Calag, Jenalyn C. Belostrino, Andrea G. Bernardo, Kassandra C. Carmona, & Ilian Akiko Y. Gilbuena.

By: Contributor(s): Material type: TextPublication details: Parañaque City: Olivarez College. 2024.Subject(s): DDC classification:
  • T 610.73 2024 1567
Dissertation note: Undergraduate thesis. Summary: In this qualitative study, the experiences, difficulties, and coping mechanisms faced by clinical nurses who have decided to become nursing educators are explored. The research endeavors to reveal the fundamental factors underlying this transition, clarify the adjustments required in teaching strategies, and expound the influence on the development of professional identities through comprehensive thematic analysis and semi-structured interviews. The results show that there are many different reasons that influence the decision to transition, such as a desire to develop in one{92}s career, a love of teaching, and a dedication to forming the workforce of future nurses. Additionally, as they make the transition from bedside care to classroom education, participants face a variety of difficulties. Developing teaching techniques, adjusting to the academic settings, and balancing the responsibilities of both an educator and a clinician are some of these problems. Professional identity negotiation is a key component of the transition process. Educators who were formerly clinical nurses and are now responsible for teaching the next generation of nurses, need to balance their dual identities. Their former identities were based on providing direct patient care. In order to successfully manage the complicated nature of their new responsibilities, individuals go through a process of contemplation, self-discovery, and skill building. The study emphasizes the value of continuous mentoring and support in promoting a smooth transition. The significance of mentorship programs, peer support networks, and continuing education opportunities in providing participants with the necessary resources and confidence to succeed in their new roles. Through illuminating the complex experiences of practicing nurses who become nursing educators, this study provides information that can guide the creation of customized training materials and support systems. In the end, improving the transition process may strengthen nursing education and, thus, lead to better patient care outcomes.
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Undergraduate thesis.

In this qualitative study, the experiences, difficulties, and coping mechanisms faced by clinical nurses who have decided to become nursing educators are explored. The research endeavors to reveal the fundamental factors underlying this transition, clarify the adjustments required in teaching strategies, and expound the influence on the development of professional identities through comprehensive thematic analysis and semi-structured interviews. The results show that there are many different reasons that influence the decision to transition, such as a desire to develop in one{92}s career, a love of teaching, and a dedication to forming the workforce of future nurses. Additionally, as they make the transition from bedside care to classroom education, participants face a variety of difficulties. Developing teaching techniques, adjusting to the academic settings, and balancing the responsibilities of both an educator and a clinician are some of these problems. Professional identity negotiation is a key component of the transition process. Educators who were formerly clinical nurses and are now responsible for teaching the next generation of nurses, need to balance their dual identities. Their former identities were based on providing direct patient care. In order to successfully manage the complicated nature of their new responsibilities, individuals go through a process of contemplation, self-discovery, and skill building. The study emphasizes the value of continuous mentoring and support in promoting a smooth transition. The significance of mentorship programs, peer support networks, and continuing education opportunities in providing participants with the necessary resources and confidence to succeed in their new roles. Through illuminating the complex experiences of practicing nurses who become nursing educators, this study provides information that can guide the creation of customized training materials and support systems. In the end, improving the transition process may strengthen nursing education and, thus, lead to better patient care outcomes.

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