000			03044nam a22002897a 4500
001			16585
003			OCLRC
005			20260731013039.0
008			250809t xxu||||| |||| 00| 0 eng d
040			_aOCLRC
082			_aT 610.73 2024 1567
100			_aCalag, John Paul G.
245			_aA journey of nurses: _bparadigm shift from clinical to nursing academe/ _cJohn Paul G. Calag, Jenalyn C. Belostrino, Andrea G. Bernardo, Kassandra C. Carmona, & Ilian Akiko Y. Gilbuena.
260			_aParañaque City: _bOlivarez College. _c2024.
502			_aUndergraduate thesis.
520			_aIn 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.
650			_aCareer enhancement.
650			_aNovice to Expert.
650			_aFundamental change.
650			_aProgress ox experience.
650			_aSelf development.
700			_aBelostrino, Jenalyn C.
700			_aBernardo, Andrea G.
700			_aCarmona, Kassandra C.
700			_aGilbuena, Ilian Akiko Y.
942			_cTHES _jT 610.73 2024 1567
999			_c16585 _d16585