Exploring the Transitional Experiences of Nursing Faculty at Ontario Colleges

Abstract

The global nursing shortage creates a challenge for patient care and increases the demand for qualified nursing faculty to train future nurses. In 2022, there were an estimated 67 vacant full-time faculty positions in Ontario colleges and universities, driving the recruitment of nurses from clinical practice (CASN, 2022). The transition from clinical practice to academia can be challenging. Although the transition experience of clinical nurses to academia has been examined in the literature, the perspective of Ontario college faculty still needs to be addressed. To address this gap, this qualitative descriptive study, informed by Transitions Theory, explored the experiences of novice college nursing faculty. Nine participants from Ontario colleges offering the Bachelor of Science in Nursing degree were interviewed. The study provided three themes: 1) emotional aspects of the transition experience, 2) preparation for the nursing professor role, and 3) navigating the role and college setting. The study found that transitioning into the nursing professor role is an emotional journey. Many novice nursing professors felt unprepared for their new roles and drew upon their clinical experiences to support their transitions. Finally, their ability to navigate their new role was impacted by the formal and informal support they received through orientation programs, mentorship, and socialization. These findings can guide academic leaders at Ontario colleges to offer standardized orientation programs that support nurses to excel as professors and improve retention of this important group. By increasing the retention of novice nursing professors, Ontario colleges can continue to educate future nurses to meet the province’s growing healthcare needs. Without qualified faculty, nursing schools are limited in their enrolment of students, resulting in fewer new nurses supporting patient care.