How Novice Nurse Educators Develop Understanding of Teaching and Learning

Wolsey, Carolyn

How Novice Nurse Educators Develop Understanding of Teaching and Learning

dc.contributor.advisor	Jacobsen, Michele
dc.contributor.author	Wolsey, Carolyn
dc.contributor.committeemember	Lock, Jennifer
dc.contributor.committeemember	Nowell, Lorelli
dc.date	2023-06
dc.date.accessioned	2023-05-10T17:00:33Z
dc.date.available	2023-05-10T17:00:33Z
dc.date.issued	2023-04-30
dc.description.abstract	The purpose of this study was to explore how novice nurse educators working at a transnational nursing campus in Qatar grow and develop in the nurse educator role. This study used a qualitative case study research approach. The theoretical frameworks that guide this study include situation cognition and the work of Lee Shulman and Geert Hofstede. Seven participants volunteered for this study. Data collection methods included guided reflective questions, sharing of teaching artifacts, one-to-one interviews, observational notes, and a researcher's journal. Data analysis identified six themes, some of which are further divided into sub-themes. The six themes are: (1) emotions and feelings, with sub-themes of positive or negative emotions; (2) preparation; (3) professional learning; (4) professional learning support, with sub-themes of facilitators and barriers; (5) cultural context; and (6) teaching and learning. Several key findings address the research questions. First, novice nurse educators have diverse career experiences and learning needs and thus draw upon diverse professional and personal resources to succeed in their new educator roles. Providing protected time for professional learning is an investment that promotes novice nurse educators’ accelerated growth and development. Second, novice nurse educators bring a general understanding of teaching roles; however, they benefit from early onboarding, induction, and mentoring, along with critical reflection on practice over time. Third, novice nurse educators take the initiative to access institutional resources, professional development sessions, peer mentors, and external courses in developing their teaching practice. Finally, novice nurse educators benefit from linguistic, cultural, and professional guidance when making transitions to transnational teaching and learning contexts. Several recommendations are provided for future research, teaching and learning workplaces and contexts, and policy.
dc.identifier.citation	Wolsey, C. (2023). How novice nurse educators develop understanding of teaching and learning (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.uri	http://hdl.handle.net/1880/116209
dc.identifier.uri	https://dx.doi.org/10.11575/PRISM/dspace/41054
dc.language.iso	en
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	Novice nurse educator
dc.subject	Professional development,
dc.subject	Nursing education
dc.subject.classification	Nursing
dc.subject.classification	Education--Higher
dc.title	How Novice Nurse Educators Develop Understanding of Teaching and Learning
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.