Leaving an Expert and Returning a Novice: Exploring the Transition of Clinical Nurse Experts to Novice Nurse Educators

The ability of nursing programs to educate future registered professional nurses is being hindered by a shortage of nurse educators. With this shortage, healthcare systems that employ and rely on registered nurses will encounter a decreased number of new nurses entering the profession. As a result, the shortage in both areas will affect the safety of patients in need of nursing care. Understanding the lived experiences of novice nurse educators can provide evidence of the challenges and positive factors that are encountered during the transition process. The purpose of this qualitative phenomenological study was to explore the lived experiences of clinical nurse experts who transitioned to novice nurse educators employed at associate degree nursing programs in New York State. A convenience and snowball sampling of five novice nurse educators was used. Findings from the study were consistent with the research presented in the literature review indicating that novice nurse educators face challenges that affect the transition experienced. Additionally, the study supported the research that positive factors can create an environment conducive to easing the transition. Recommendations include the development of formalized competency-based orientation and mentorship programs that create a supportive environment. Similarly, the novice nurse educators should advocate for their needs and have a clear understanding of what responsibilities are expected of them in their new role. Facilitating a successful transition and addressing the needs of the novice nurse educators is essential if more registered nurses are to be trained to meet the anticipated demand