Exploring the experiences of novice sessional clinical nursing instructors

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dc.contributor.authorAnder, Karen
dc.contributor.authorUniversity of Lethbridge. Faculty of Health Sciences
dc.contributor.supervisorSedgwick, Monique G.
dc.date.accessioned2016-04-04T20:16:15Z
dc.date.available2016-04-04T20:16:15Z
dc.date.issued2016
dc.degree.levelMastersen_US
dc.description.abstractThe purpose of this qualitative descriptive study was to explore and describe the experiences of novice sessional clinical nursing instructors. Ethical approval was obtained from the appropriate ethics review boards. Sampling consisted of nine novice instructors from three educational institutions in Southern Alberta. Data were analyzed using thematic analysis. The identified themes, which outline the experiences of the participants, include professional responsibility, preparation, support, seeking mentors, familiarity, and growth. The resultant findings indicate that the current trend of hastily hiring sessional instructors can result in novice instructors facing many challenges when entering academia. As a result of the findings in this study, formal recommendations were developed that would assist the novice sessional in understanding and performing more effectively in the role of clinical nursing instructor.en_US
dc.embargoNoen_US
dc.identifier.urihttps://hdl.handle.net/10133/4455
dc.language.isoen_CAen_US
dc.proquest.subject0530en_US
dc.proquest.subject0569en_US
dc.proquest.subject0515en_US
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta : University of Lethbridge, Faculty of Health Sciencesen_US
dc.publisher.facultyHealth Sciencesen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Health Sciences)en_US
dc.subjecteducationen_US
dc.subjectnovice sessional instructorsen_US
dc.subjectnurse clinicianen_US
dc.subjectnurse educatoren_US
dc.subjectretentionen_US
dc.subjectsupporten_US
dc.titleExploring the experiences of novice sessional clinical nursing instructorsen_US
dc.typeThesisen_US
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