From expert to novice: an exploration of the experiences of new academic staff to a department of adult nursing studies.
This study explores the experiences of new academic staff to ascertain what they found difficult about adapting to their new roles and to evaluate the effectiveness of the mentorship system in addressing these difficulties. A semi-structured interview approach was used focusing on prior experiences and reasons for applying for their new post; formal induction and mentorship systems; and main concerns on commencing the new role. All academic staff employed in the department for less than two years were invited to participate with the exception of the researcher's own mentee; six out of seven agreed. The interviews were audio-taped and subjected to thematic analysis. Key themes included a lack of understanding regarding the functioning of the organization and a lack of clarity about the new role and their effectiveness in undertaking it. Participants identified a need for more practical guidance regarding the functional aspects of teaching. Although, they reported positive mentoring experiences these were variable. The study concludes that the transition from expert practitioner to novice lecturer can be problematic. Recommendations for facilitating the process include the introduction of a more robust mentoring system, specific preparation for the mentors, and the development of a positive departmental learning culture.
McArthur-Rouse
Fiona J
FJ
Department of Academic Planning and Quality, Faculty of Health and Social Care, Canterbury Christ Church University, North Holmes Road Campus, Canterbury, Kent CT1 1QU, United Kingdom. fiona.mcarthur-rouse@canterbury.ac.uk
D000223:Adaptation, Psychological; D000328:Adult; D001291:Attitude of Health Personnel; D002322:Career Mobility; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D006301:Health Services Needs and Demand; D006801:Humans; D008611:Mentors / Q000523:psychology; D017145:Models, Educational; D008960:Models, Psychological; D024802:Nurse's Role / Q000523:psychology*; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D011231:Preceptorship / Q000458:organization & administration*; D011361:Professional Competence / Q000592:standards; D015397:Program Evaluation; D036301:Qualitative Research; D013192:Staff Development / Q000458:organization & administration; D011795:Surveys and Questionnaires; D013997:Time Factors; D006113:United Kingdom