Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty
Introduction: The quality of nursing education depends on the availability of faculty members with great professional knowledge and clinical work experience. Thus, novice faculty may face challenges in providing quality education. The aim of this study was to explore the experience of transition to...
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| Language: | English |
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Shiraz University of Medical Sciences
2025-01-01
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| Series: | Journal of Advances in Medical Education and Professionalism |
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| Online Access: | https://jamp.sums.ac.ir/article_50623_446ddf914947454b80948a3c7f096785.pdf |
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| author | SEYYED ABOLFAZ VAGHARSEYYEDIN HAKIMEH SABEGHI |
| author_facet | SEYYED ABOLFAZ VAGHARSEYYEDIN HAKIMEH SABEGHI |
| author_sort | SEYYED ABOLFAZ VAGHARSEYYEDIN |
| collection | DOAJ |
| description | Introduction: The quality of nursing education depends on the availability of faculty members with great professional knowledge and clinical work experience. Thus, novice faculty may face challenges in providing quality education. The aim of this study was to explore the experience of transition to a faculty role among a sample of Iranian nursing faculty.Methods: This qualitative study was conducted in 2022. A total of fifteen faculty members of the nursing and midwifery schools participated in this study. Participants were recruited through purposeful sampling. Data were collected through semistructured interviews and analyzed through Graneheim and Lundman’s conventional content analysis approach.Results: 704 primary codes were generated and grouped into 35 subcategories, nine main categories, and three main themes, namely unpreparedness for the faculty role, abandonment in anon-empathetic workplace, and a road to resilience.Conclusion: Nursing faculty members with limited work experience are unprepared for the transition to faculty roles, receive limited support at work, and rely on personal resources and support networks to facilitate their transition to the faculty role. Further studies are needed to assess the effects of preparation and support programs on the transition to faculty roles among the faculty members with no previous clinical work experience. |
| format | Article |
| id | doaj-art-f1508fee42494e8f8797b85287616690 |
| institution | Kabale University |
| issn | 2322-2220 2322-3561 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Shiraz University of Medical Sciences |
| record_format | Article |
| series | Journal of Advances in Medical Education and Professionalism |
| spelling | doaj-art-f1508fee42494e8f8797b852876166902025-01-05T07:52:32ZengShiraz University of Medical SciencesJournal of Advances in Medical Education and Professionalism2322-22202322-35612025-01-01131596610.30476/jamp.2024.103841.202850623Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing FacultySEYYED ABOLFAZ VAGHARSEYYEDIN0HAKIMEH SABEGHI1Department of Nursing, Faculty of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, IranDepartment of Nursing, Faculty of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, IranIntroduction: The quality of nursing education depends on the availability of faculty members with great professional knowledge and clinical work experience. Thus, novice faculty may face challenges in providing quality education. The aim of this study was to explore the experience of transition to a faculty role among a sample of Iranian nursing faculty.Methods: This qualitative study was conducted in 2022. A total of fifteen faculty members of the nursing and midwifery schools participated in this study. Participants were recruited through purposeful sampling. Data were collected through semistructured interviews and analyzed through Graneheim and Lundman’s conventional content analysis approach.Results: 704 primary codes were generated and grouped into 35 subcategories, nine main categories, and three main themes, namely unpreparedness for the faculty role, abandonment in anon-empathetic workplace, and a road to resilience.Conclusion: Nursing faculty members with limited work experience are unprepared for the transition to faculty roles, receive limited support at work, and rely on personal resources and support networks to facilitate their transition to the faculty role. Further studies are needed to assess the effects of preparation and support programs on the transition to faculty roles among the faculty members with no previous clinical work experience.https://jamp.sums.ac.ir/article_50623_446ddf914947454b80948a3c7f096785.pdfeducationgraduatefacultynursingqualitative research |
| spellingShingle | SEYYED ABOLFAZ VAGHARSEYYEDIN HAKIMEH SABEGHI Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty Journal of Advances in Medical Education and Professionalism education graduate faculty nursing qualitative research |
| title | Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty |
| title_full | Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty |
| title_fullStr | Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty |
| title_full_unstemmed | Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty |
| title_short | Transition to the Faculty Role: A Qualitative Study into the Experiences of Nursing Faculty |
| title_sort | transition to the faculty role a qualitative study into the experiences of nursing faculty |
| topic | education graduate faculty nursing qualitative research |
| url | https://jamp.sums.ac.ir/article_50623_446ddf914947454b80948a3c7f096785.pdf |
| work_keys_str_mv | AT seyyedabolfazvagharseyyedin transitiontothefacultyroleaqualitativestudyintotheexperiencesofnursingfaculty AT hakimehsabeghi transitiontothefacultyroleaqualitativestudyintotheexperiencesofnursingfaculty |