Jumping off the cliff: an exploratory descriptive study examining the development of self-efficacy in new academic nurse faculty transitioning to classroom teaching

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dc.contributor.authorRoach, Michael
dc.contributor.examiningcommitteeChernomas, Wanda (Nursing) Hechter, Richard (Curriculum, Teaching and Learning)en_US
dc.contributor.supervisorScanlan, Judith (Nursing)en_US
dc.date.accessioned2020-09-02T16:28:27Z
dc.date.available2020-09-02T16:28:27Z
dc.date.copyright2020-08-26
dc.date.issued2020-08-25en_US
dc.date.submitted2020-08-26T20:51:05Zen_US
dc.degree.disciplineNursingen_US
dc.degree.levelMaster of Nursing (M.N.)en_US
dc.description.abstractThe purpose of this exploratory descriptive study was to examine the development of self-efficacy in novice nursing faculty members’ transitioning to classroom teaching. Bandura’s (1997) Self-Efficacy Theory was the theoretical basis for this study. Through a series of interviews, two themes and four sub-themes were identified: i) “Transitioning to the Classroom” and ii) “Nursing is Not Teaching”. These themes highlighted factors that fostered and hindered the development of self-efficacy through the participants’ transition to the classroom. Factors that influenced successful transition and development of self-efficacy included providing an orientation, mentorship, team teaching, and experience teaching in the classroom. Factors that hindered self-efficacy development included anxiety and the professional gap between nursing and teaching roles. Recommendations for nursing education and for future research were suggested. These findings provide further support to the literature on professional role transition to the educator role and Bandura’s (1997) Self-Efficacy Theory.en_US
dc.description.noteOctober 2020en_US
dc.identifier.urihttp://hdl.handle.net/1993/34937
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectSelf-efficacyen_US
dc.subjectNovice nurse educatoren_US
dc.subjectRole transitionen_US
dc.subjectConfidenceen_US
dc.subjectNovice nurse facultyen_US
dc.subjectClassroom teachingen_US
dc.subjectClassroom instructionen_US
dc.subjectNew nurse educatoren_US
dc.subjectNew nurse facultyen_US
dc.subjectUndergraduate nursingen_US
dc.titleJumping off the cliff: an exploratory descriptive study examining the development of self-efficacy in new academic nurse faculty transitioning to classroom teachingen_US
dc.typemaster thesisen_US
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