The Lived Work Experiences of Novice, Doctorally Prepared Nurse Educators

Nursing literature reflects role confusion about the doctorally prepared nurse educator role. The purpose of this study was to explore the lived work experiences of novice, doctorally prepared nurse educators. An aim of this study was to shed light on the lived work experiences of novice, doctorally prepared nurse educators. This study was completed using a descriptive, phenomenological method using purposive sampling. Participants for this study included 12 nurse educators who had earned either a Doctor of Nursing Practice (DNP) degree or a Doctor of Philosophy (Ph.D.) degree within the last 5 years. Semi-structured interviews using open-ended questions were conducted to explore the lived experiences of the participants. Colaizzi’s descriptive phenomenological approach was used for data analysis. Through an exploration of the lived work experiences of novice, doctorally prepared nurse educators, four main themes emerged: acclimating to the role, achieving and pushing forward, leading with a mild case of imposter syndrome, and connecting and feeling supported. This exploration facilitated opportunities to make meaning of the lived work experiences of novice, doctorally prepared nurse educators and has implications for nursing, nursing academia, and future research