Exploring nurses' experiences transitioning from clinicians to professors at Ontario colleges.

Abstract

BackgroundIn 2022, Ontario colleges and universities reported an estimated 67 vacant full-time nursing faculty positions, driving significant recruitment of nurses directly from clinical practice. Many of these nurses transition to academia lacking the necessary pedagogical preparation and socialization for a faculty role, leading to feelings of inadequacy, stress and an increased intent to leave their positions.ObjectiveThis qualitative descriptive study explored nurses' experiences as they transitioned into the professor role to identify strategies to decrease transition stress, improve career satisfaction, and decrease early-career nursing faculty attrition at Ontario colleges.MethodsData were collected in semi-structured interviews with nine participants from Ontario colleges offering the Bachelor of Science in Nursing degree and analyzed using Conventional Content Analysis.ResultsStudy findings detailed their emotional experiences, diverse preparations before becoming a professor, and the challenges navigating their new role. The study provided three major themes: 1) emotional aspects of the transition experience, 2) preparation for the nursing professor role, and 3) navigating the role and college setting. Nursing professors desired improved orientation programs, formal mentorship opportunities and socialization to the nursing professor role.ConclusionThe findings underscore the need for evidence-informed orientation programs that provide comprehensive training in institutional policies, nursing pedagogy, and support in adapting to the academic culture. These findings can guide Ontario colleges in offering standardized orientation programs that support nurses' excelling as professors and improve retention of this important group.