Abstract:
ABSTRACT
Introduction
Experienced professional nurses with an additional qualification in nursing education, leave the clinical practice to join the academic environment in the college to become nursing educators. It is important that the thinking process of the novice clinical nurse educator is nurtured to boost self-confidence. If these novice clinical nurse educators are not supported during their transition period it is likely to reduce student satisfaction and outcomes. Due to these consequences, there is a need to conduct the study to explore the nature of transition support needed by the novice clinical nurse educators to enhance the quality of clinical education.
Aim
The aim of this study is to explore and describe the transition support needs of novice clinical nurse educators and to recommend guidelines for the support of novice clinical nurse educators during the transition period from being a professional nurse in practice to a clinical nurse educator at a nursing college.
Research Design
A holistic single case study design was appropriate for this study as it allows a phenomenon to be examined in a great deal of depth.
Methodology
The study was conducted in a public nursing college in Gauteng province. The population was novice clinical nurse educators, experienced nurse educators and heads of departments. Purposive sampling method was used to select the study participants. Semi structured interviews were used telephonically, and a semi structured questionnaire were used. All interviews were recorded with the participants’ consent. Content analysis was used to analyse the transcribed interviews and semi-structured questionnaires. Research was conducted ethically, and trustworthiness was ensured. Findings were grounded in current literature and disseminated to stakeholders pertinent to the research.
Findings
The following main themes emerged: 1) Professional socialization 2) Mentorship 3) Structured orientation program and 4) Supportive work environment
Conclusion
The findings and recommendations should assist the nursing colleges to compile structured intensified programmes for the orientation of novice clinical nurse educators. The transition support policy should include the appointment of dedicated mentors, evaluation, and monitoring processes for the progress of the transition.
Key words: Clinical education, Expert, Novice, Nurse Educator, Professional nurse, Transition
