Novice nurse educator professional learning and teaching at a transnational nursing campus: A case study

Abstract

AimThis study aimed to explore how novice nurse educators are supported in cultivating an understanding of teaching and learning as they become educators in higher education, how they understand their roles as nursing educators and to identify the opportunities and challenges in developing pedagogical content knowledge experienced at one transnational nursing campus is Qatar. BackgroundNovice nurse educators are frequently employed to begin educator roles because of their specialised clinical backgrounds and experiences. Yet, they often have little or no formal education regarding educational pedagogy and current teaching practices. These professional learning needs can be difficult to navigate and contribute to a challenging new role. Novice nurse educators often describe a need for more confidence in their teaching practices and understanding of their limitations and knowledge gaps regarding teaching and learning. Although research and policy emphasise the need for well-trained nurse educators with the appropriate education and knowledge to teach in post-secondary academic settings, nursing education still struggles with inconsistent approaches to recruitment and inadequate support for professional development, raising ongoing concerns. DesignA qualitative case study was used for this study. MethodsFour methods were used to collect data: teaching artifact collection, individual guided reflective questions, one-on-one interviews and observational notes. Seven novice nurse educators participated in this study. Data analysis was done using cycle coding to identify themes. ResultsThree themes related to novice nurse educators' professional development include 1) initial and ongoing preparation, 2) professional learning and support needed during transitions into educator roles and 3) barriers to novice nurse educator professional learning. ConclusionsNovice nurse educators may have significant professional learning needs as they begin new roles. It is essential to ensure that thoughtful and well-designed onboarding processes includes an early introduction to professional development while offering ongoing professional learning opportunities. Novice nurse educators will draw on various supports as they start their new roles. Developing well-rounded teaching practices and pedagogical content knowledge is difficult while navigating a full teaching load. Therefore, workload adjustments early in novice nurse educators' careers will allow time for professional development.