From learning to teach to teaching effectiveness: nurse educators describe their experiences.
OBJECTIVE
The aim of the study was to understand the lived experience of nurse educators and the characteristics, traits, practices, and experiences that influenced their development and competence.


BACKGROUND
The nurse and nurse faculty shortage has resulted in a continuous demand for new nurse educators. Clinical experts recruited as faculty face numerous challenges in the move to academia.


METHODS
A purposive sample of nurse educators with five or more years of full-time teaching experience, peer-nominated as effective teachers, was recruited for this phenomenological study.


RESULTS
Eight overarching themes were identified, including factors that supported new faculty entering academia and the process of learning to teach in higher education. Characteristics of effective teachers are explored, with implications for both new and experienced faculty.


CONCLUSIONS
Suggestions for attracting more nurses to academia and supporting retention of current faculty are provided.
Susan S
SS
Gardner
D001291:Attitude of Health Personnel; D004508:Education, Nursing, Baccalaureate; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research; D009734:Nursing Faculty Practice; D015404:Nursing Methodology Research