Jacobsen, MicheleWolsey, Carolyn2023-05-102023-05-102023-04-30Wolsey, 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.http://hdl.handle.net/1880/116209https://dx.doi.org/10.11575/PRISM/dspace/41054The 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.enUniversity 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.Novice nurse educatorProfessional development,Nursing educationNursingEducation--Higherdoctoral thesis