Iniciativa Internacional para la Transparencia de la Ayuda

The literature acknowledges the transition from nurse to faculty educator is one of difficulty, noting the shock, needs and difficulties that nurses experience during the transition (Anibas, Brenner, & Zorn, 2009; Dempsey, 2007; McArthur-Rouse, 2007; Siler & Kleiner, 2001). Many authors describe the phenomenon of not being prepared for the transition and move to the solution of mentoring to solve this problem

(Anderson, 2009; Block, Claffey, Korow, & McCaffrey, 2005; Gardner, 2014; Grassley & Lambe, 2015; Zambroski & Freeman, 2004). According to McLaughlin (2010), there are two types of mentoring relationships: formal and informal. Informal relationships are those that develop on their own between partners, such as a source of information or a friend providing socioemotional support. Formal mentoring refers to assigned

relationships, more often associated with organisational mentoring programs.

Schoening (2009) observed that to overcome obstacles such as identity issues and uncertain role expectations, new faculty nurse educatorssought out mentors ‘among their peers based on shared interests, perceived knowledge, and experience. They sought the knowledge necessary to perform their job through formal and informal, self-directed processes’ (p. 82). SDNs in this study described managing similar obstacles by seeking support through formal and informal structures that they were directed to during orientation, or found through self-discovery. The presence of role models and helpful peers as mentors, coupled with a positive relationship with their line manager,

influenced the time it took for SDNs to progress their understanding of what was

required of them in their new role. These were seen by participants as pivotal factors for successful transition to their role.

Dempsey, 2007; Duphily, 2011; McDonald, 2004; Parslow, 2008; Weidman, 2013). According to Bailey (2012), a way to ease transition and professional development for new faculty is to implement a buddy or mentor program. Cash, Doyle, von Tettenborn, Daines and Faria (2011) reported sharing the knowledge, wisdom, and ‘corporate memory of experienced nurse educators’ (p. 263) can assist newer colleagues in coming to an understanding of their new environments. Grassley and Lambe (2015) advise that intentional mentoring is needed to ease the transition from clinician to nurse educator. Sheets (2008) in her study found that mentoring is one of the most desirable scaffolds that supports new faculty nurse educatorsin adjusting to their new role, with peer mentoring gaining the most support from new faculty. Duphily (2011) further

acknowledges mentorship can be the single most influential way to assist the successful development of novice faculty nurse educators, observing that new faculty should have

careful and deliberate pairing with an invested, positive mentor in an atmosphere conducive to sharing concerns and asking questions. Grassley and Lambe (2015) suggested a mentoring program would mitigate the challenges of transition for new educators and identified three key components that supported a successful transition: formal preparation for teaching, guidance navigating the academic culture and a structured mentoring program.

These observations of faculty nurse educators identified in the literature are evident in this study, where SDNs reported that having an allocated peer mentor and an available network of ‘buddies’ had the greatest impact on their experience in the role. Having an identified ‘go to’ person provided opportunity for the SDNs to ask questions and learn from each other and someone they could count on for support. Through their peer support network, the SDNs reported that they quickly became familiar with organisational processes and how to ‘get things done’ to meet organisational demands

and expectations. The participants stated how their peer mentors helped them with practical information as well as providing emotional support, and for several participants, their peer group was their best source of support.

Sheets (2008) investigated faculty nurse educators learning the role during their first year following an emergency-hire into that position. Sheets (2008) defined the emergency-hire as a faculty nurse educator hired immediately prior to a semester commencement, which typically occurred with a shortage of experienced faculty. In these instances, working nurses would ‘fill in’ for the semester and accept the ‘emergency-hire’ position (Sheets, 2008, p. 2). According to Sheets (2008), many novice emergency-hires start out as clinical educators and rarely have an academic teaching background. Although they may be expert clinicians, with little or no time for preparation through orientation, the new emergency-hires often lacked the skills necessary for their role as educator. The literature indicates that most clinical nurse educators are prepared and socialised for experiences in advanced nursing practice rather than teaching (Sheets, 2008), and nurses often receive very little formal training in how to teach in their new role as clinical nurse educators (Duffy, 2013). Siler and Kleiner (2001), investigating experiences of new faculty nurse educators, found that ‘much of the practice of these new teachers was based on doing what they thought was best and learning from the consequences of those actions’ (p. 402), and therefore, supported the idea that some type of formal education was necessary to prepare faculty nurse educators to teach. For nurse educators to be successful, they require knowledge of and commitment to learning and teaching processes, adult education principles to inform their practice and critical thinking and communication skills (Conway & Elwin, 2007; Sayers et al., 2011).

McDonald’s (2004) study examining new faculty experiences found the participants had difficulty understanding and defining their role as faculty and that policies and procedures were unclear for them to function comfortably in their new roles. McDonald’s (2004) participants reported learning on the job, which was deemed a disappointment by the participants, who were ‘unhappy and surprised at the degree to which they were left to learn on their own’ (p. 214). This is in contrast to the experience described by participants of this study. SDNs described learning on the job, however did not express any discord in this situation or any disappointment in needing to do so; rather, they observed that they thought this was to be expected when learning a new role.

According to Bailey (2012), the primary challenge faced by novice nurse educators is the feeling of isolation, alienation, exclusion or belonging; hence, formal education and professional training are necessary for a ‘smooth flow of transition from practitioner to educator’ (p. 121). Bailey (2012) notes that expert clinicians require a program of professional development to become more proficient in their academic skills and that individuals with access to resources and opportunities can accomplish the tasks required to achieve organisation goals.

Participants in this study entered the role with little or no notice, or preparation, and typically lacked formal teaching and training skills. SDNs described learning on the job and developing strategies to assist them, such as using the learning resources

provided or that they found through self-discovery. The study participants’ ability to become organised and grow in confidence was supported by the availability of ready- made teaching resources and templates, an instructional handbook and attending professional development activities. This finding was reflected in studies that found when there was lack of orientation and mentoring, novice faculty nurse educators found

self-directed information seeking and participation in professional development

activities helpful during their early transition to the role (Anderson, 2009; Bailey, 2012; Tucker, 2016).

The literature supports the observations in this study that all SDNs remarked that receiving training specific to their role and instruction on education theory and training strategies was a turning point for them in understanding their role and focus. The provision of focused instruction and training had a positive impact on SDNs’ confidence, ability to work in a team and understanding of the operations of a SDS model. SDNs reported this was a defining point in how they thought of their role, enabling SDNs to make sense of their role and the expectations that the organisation held of them. Several SDNs described having ‘light bulb’ moments on experiencing the combination of orientation, working with a mentor/buddy and receiving explicit training and instruction on how to do the job.