A Qualitative Inquiry Exploring Clinical Faculty Transition to a Concept-Based Curriculum

Teresa G León; Anita C Reinhardt; Teresa Keller; Elizabeth G Kuchler

doi:10.1097/01.NEP.0000000000001120

A Qualitative Inquiry Exploring Clinical Faculty Transition to a Concept-Based Curriculum

Nurs Educ Perspect. 2023 Nov-Dec;44(6):347-352. doi: 10.1097/01.NEP.0000000000001120. Epub 2023 Apr 11.

Authors

Teresa G León¹, Anita C Reinhardt, Teresa Keller, Elizabeth G Kuchler

Affiliation

¹ About the Authors The authors are faculty at the School of Nursing, College of Health, Education, and Social Transformation, New Mexico State University, Las Cruces, New Mexico. Teresa G. León, PhD, RN, ACNS-BC, is college associate professor and associate director for the undergraduate program. Anita C. Reinhardt, PhD, RN, is professor emeritus and director, Master's Degree in Leadership and Administration Program. Teresa Keller, PhD, RN, is professor and interim director, for Public Health Sciences. Elizabeth G. Kuchler, DNP, APRN, FNP-BC, is college associate professor and director, Clinical Placements, Nurse Practitioner Programs. For more information, contact Dr. León at tleon@nmsu.edu .

PMID: 37040759
DOI: 10.1097/01.NEP.0000000000001120

Abstract

Aim: This study explores the transition process clinical faculty experience when changing to teaching in a concept-based curriculum.

Background: Literature related to faculty support during curricular change is sparse and offers little guidance to assist clinical faculty.

Method: A qualitative study was conducted with participants from nursing programs in a statewide consortium. Semistructured interviews were transcribed to identify themes that linked participants' experiences to transition stages. Additional research included review of clinical assignments and observation of faculty while teaching at a clinical site.

Results: Nine clinical faculty from six nursing programs participated in the study. Five themes linked to the stages of the Bridges Transition Model were identified: Collaboration, Communication, Coordination, Coherence, and Futility.

Conclusion: The identified themes revealed that clinical faculty varied in their transition process. These results add to the knowledge of transitional change for clinical faculty.