Doctor of Philosophy (PhD)



Document Type



The purpose of this phenomenological study was to explore the experience of female registered nurses who transitioned from clinical practice to a faculty role in a baccalaureate program of nursing as experienced by the study participants. An improved understanding of the experience of registered nurses who transition from clinical practice to academic citizenship in an academic community will fill a gap in the literature and assist administrators of schools of nursing in planning faculty orientation and development programs to facilitate a successful transition of new nursing faculty members into academic citizenship in an academic community. Most nursing faculty members begin their nursing careers in clinical practice or staff development roles. While many of the competencies developed in clinical practice transfer well into academia, nursing faculty members may have had less experience with scholarly writing and publishing. This study was conducted using individual semi-structured interviews followed by focus groups, of four nursing faculty members who are currently teaching in a baccalaureate program in one of four schools of nursing in a gulf coast state. Data from individual interviews and focus groups revealed ten themes which helped describe the experiences of registered nurses as they transitioned from a clinical practice role to academic citizenship within an academic community. These ten themes included: The easiest part, growth and fulfillment in the faculty role, hardest part, expert to novice, educational preparation, faculty scholarship, involvement in the broader university, culture shift, mentoring, and the full faculty role. Data analysis of participant’s sense of primary identity as nurse or educator revealed one overarching theme, identity nurse or educator. Subthemes which emerged related to participant’s sense of primary identity were identity as nurse, educator, blended nurse and educator, role confusion, and nurse faculty.



Document Availability at the Time of Submission

Secure the entire work for patent and/or proprietary purposes for a period of one year. Student has submitted appropriate documentation which states: During this period the copyright owner also agrees not to exercise her/his ownership rights, including public use in works, without prior authorization from LSU. At the end of the one year period, either we or LSU may request an automatic extension for one additional year. At the end of the one year secure period (or its extension, if such is requested), the work will be released for access worldwide.

Committee Chair

Mitchell, Roland



Included in

Education Commons