BACKGROUND: Despite the adjunct instructor's central role in the clinical training of nursing students, little research exists on the perspective of the clinical experts assuming this role. This qualitative study aimed to better understand how novice clinical adjunct faculty described their lived experiences in their significant role transition. METHOD: The sample consisted of nine novice adjunct clinical nursing faculty who provided direct clinical supervision of prelicensure students in the United States (i.e., Texas). The interview narratives were collected using an in-depth semi-structured approach. Conventional content analysis was used. RESULTS: Four key themes emerged from the data: Unpreparedness; Facilitators and Barriers in the Transition; New Learning Needs and Processes; and Salient Recommendations to Pass On. CONCLUSION: Nursing programs that use adjunct faculty to sustain clinical education must support their vital contribution and fresh perspective. Targeted, organized, and consistent efforts will optimally integrate this group into the academe. J Contin Nurs Educ. 2017;48(4):167-174. Copyright 2017, SLACK Incorporated.
BACKGROUND: Despite the adjunct instructor's central role in the clinical training of nursing students, little research exists on the perspective of the clinical experts assuming this role. This qualitative study aimed to better understand how novice clinical adjunct faculty described their lived experiences in their significant role transition. METHOD: The sample consisted of nine novice adjunct clinical nursing faculty who provided direct clinical supervision of prelicensure students in the United States (i.e., Texas). The interview narratives were collected using an in-depth semi-structured approach. Conventional content analysis was used. RESULTS: Four key themes emerged from the data: Unpreparedness; Facilitators and Barriers in the Transition; New Learning Needs and Processes; and Salient Recommendations to Pass On. CONCLUSION: Nursing programs that use adjunct faculty to sustain clinical education must support their vital contribution and fresh perspective. Targeted, organized, and consistent efforts will optimally integrate this group into the academe. J Contin Nurs Educ. 2017;48(4):167-174. Copyright 2017, SLACK Incorporated.