Beyond Role Transition: Specialty Nurses’ Narratives of Learning to Teach
Date
2023-06-02
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Abstract
In Canada, specialty nurse educators are typically hired for their clinical expertise and are not required to have training in pedagogical methodology or have past experience as educators (Bagley et al., 2018; Hoffman, 2019; Shapiro, 2018). Currently, little is known about how expert specialty nurses learn to teach post-licensure specialty education. Today, there is a critical shortfall of Registered Nurses in Canada (Ariste et al., 2019; Canadian Nurses Association, 2023). At the same time, an increase in patient acuity and complexity has highlighted the need for specialized nursing care and thus specialized post-licensure education (British Columbia Government, 2020; Lavoie-Tremblay et al., 2019). Despite the rising demand for specialty nurses, there is a parallel critical shortage of nurse educators at all levels of nursing education, including at the post-licensure specialty level (British Columbia Institute of Technology, 2021; Boamah, 2021). A deeper understanding of how post-licensure specialty nurse educators learn to teach is crucial to preparing and supporting both new and current specialty nurse educators. This qualitative inquiry arises from my experience as a post-licensure specialty nurse educator and faculty development lead. With this inquiry, I expand the limited scholarship in this area. Employing a narrative inquiry methodology, and a conceptual framework derived from the nursing, teacher, and higher education literature and informed by adult learning theory, I explore and describe specialty nurse educators’ process of learning to teach, along with factors that help or hinder this process. Key findings from this study include the holistic nature of the journey of learning to teach specialty nursing, learning to teach through caring, and learning to teach as a relational process.
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Keywords
nursing education, specialty nursing education, specialty nursing, learning to teach, narrative inquiry, faculty development
Citation
House-Kokan, M. A. M. (2023). Beyond role transition: specialty nurses’ narratives of learning to teach (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.