Beyond Role Transition: Specialty Nurses’ Narratives of Learning to Teach

House-Kokan, Michelle Anne Marie

Beyond Role Transition: Specialty Nurses’ Narratives of Learning to Teach

dc.contributor.advisor	Groen, Janet Elizabeth
dc.contributor.author	House-Kokan, Michelle Anne Marie
dc.contributor.committeemember	Potvin, Bernard
dc.contributor.committeemember	Sealock, Kara
dc.date	2023-11
dc.date.accessioned	2023-06-06T22:27:23Z
dc.date.available	2023-06-06T22:27:23Z
dc.date.issued	2023-06-02
dc.description.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.
dc.identifier.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.
dc.identifier.uri	https://hdl.handle.net/1880/116604
dc.identifier.uri	https://dx.doi.org/10.11575/PRISM/41447
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary
dc.rights	This thesis is original, unpublished, independent work by the author, M.A. House-Kokan. The data collection reported in Chapters 3-4 were covered by Ethics Certificate number REB22-0329, issued by the University of Calgary Conjoint Faculties Research Ethics Board on June 21, 2022, and by Ethics Certificate number 2022-29, issued by the British Columbia Institute of Technology Research Ethics Board on June 16, 2022 for the project “Beyond Role Transition: Specialty Nurses’ Narratives of Learning to Teach”.
dc.subject	nursing education
dc.subject	specialty nursing education
dc.subject	specialty nursing
dc.subject	learning to teach
dc.subject	narrative inquiry
dc.subject	faculty development
dc.subject.classification	Education--Adult and Continuing
dc.subject.classification	Education--Health
dc.subject.classification	Education--Higher
dc.subject.classification	Education
dc.subject.classification	Nursing
dc.title	Beyond Role Transition: Specialty Nurses’ Narratives of Learning to Teach
dc.type	doctoral thesis
thesis.degree.discipline	Education Graduate Program – Educational Research
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Education (EdD)
ucalgary.thesis.accesssetbystudent	I do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.