Abstract
As educators and administrators, we are challenged to find processes that support faculty entering educational roles whether in part-time, full-time, or tenured positions. This article focuses on guiding elements that bring about transition from the new or novice nurse instructor to the faculty role. Supporting elements for transition include mentoring, pedagogical instruction, and continued knowledge acquisition. Without formal role preparation, many nurse faculty experience conflict and ongoing deficits in the knowledge that is needed to be successful in an academic setting.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
