The New Normal: The Clinical Adjunct Faculty Perspective
Abstract
One might portray the current state of nursing as a "perfect storm" scenario. Another pop phrase that might describe today's educational milieu is "that was then, this is now." Regardless of the metaphors, a new normal has evolved in the nursing education arena. Multiple factors have contributed to the current model of implementation of the undergraduate curriculum, particularly the practice component. The clinical learning experience has been reshaped due to the nursing faculty shortage and the budget-friendly part-time hiring practices of expert clinicians. Clinical adjunct faculty are usually employed full-time in health care agencies. Many are certified nurse practitioners who meet the responsibilities of their practice settings but have a flexible schedule allowing them to one day a week to work as a clinical adjunct. Their nursing education knowledge, such as integrating curriculum outcomes, providing on-site learning opportunities for students, and evaluating student performance is limited. Making clinical assignments or dealing with student incivility poses real challenges for the beginning novice educator.
This completed descriptive qualitative study aims to explore the perceptions and insights of clinical adjunct faculty by analyzing five open-ended questions about their lived experiences. Gleaning this information may provide useful to educators and administrators who are charged with acclimation of this group of novices into the role of educator. Employing part-time faculty is our reality.
Location
Room 115
Recommended Citation
Estes, Susan L. Prof.; Harris, Elaine Prof.; and Dattilo, JoEllen Dr., "The New Normal: The Clinical Adjunct Faculty Perspective" (2014). SoTL Commons Conference. 20.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/20
The New Normal: The Clinical Adjunct Faculty Perspective
Room 115
One might portray the current state of nursing as a "perfect storm" scenario. Another pop phrase that might describe today's educational milieu is "that was then, this is now." Regardless of the metaphors, a new normal has evolved in the nursing education arena. Multiple factors have contributed to the current model of implementation of the undergraduate curriculum, particularly the practice component. The clinical learning experience has been reshaped due to the nursing faculty shortage and the budget-friendly part-time hiring practices of expert clinicians. Clinical adjunct faculty are usually employed full-time in health care agencies. Many are certified nurse practitioners who meet the responsibilities of their practice settings but have a flexible schedule allowing them to one day a week to work as a clinical adjunct. Their nursing education knowledge, such as integrating curriculum outcomes, providing on-site learning opportunities for students, and evaluating student performance is limited. Making clinical assignments or dealing with student incivility poses real challenges for the beginning novice educator.
This completed descriptive qualitative study aims to explore the perceptions and insights of clinical adjunct faculty by analyzing five open-ended questions about their lived experiences. Gleaning this information may provide useful to educators and administrators who are charged with acclimation of this group of novices into the role of educator. Employing part-time faculty is our reality.
