Abstract
Nursing adjuncts are hired to accommodate student enrollment needs. Considered experts in nursing service, the transition to educator is difficult. Perceptions of transition, comparison of novice adjuncts' self-identified responsibilities with full-time members' expectations for role performance, and educational topics for role development are explored. Emerging narratives identify four themes: (a) knowing requirements: must read/must follow; (b) evolving teaching role identity; (c) teaching role management; and (d) faculty relationship development.
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