EAS Publisher | Understanding the Transition from Clinical Nurse to Nurse Educator in Oman

Understanding the Transition from Clinical Nurse to Nurse Educator in Oman

DOI : https://doi.org/10.36349/easjnm.2021.v03i01.007

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Abstract: Nursing faculty is an essential pillar for the nursing profession, necessitating well-preparation for better teaching, training, guiding, mentoring, and supporting students and novice faculty. Proper orientation and mentoring of novice faculty would allow the novice faculty to become competent and comfortable within their educational roles to facilitate the students' learning needs. The forecasted global nursing shortage requires immediate action to enrich the profession with well-prepared practitioners. The outbreak of pandemic diseases such as COVID-19 and the aging current nurses and nursing faculty contribute to the shortage within the profession. The shortage will negatively impact quality work and quality education of nursing taskforces and nursing faculty alike. Additional impacts are frustration, attrition, and dissatisfaction, which lead to turnover and even more shortage. Bedside care nurses should be attracted to become nurse faculty to overcome the nursing faculty shortage. Meleis' Transitions Theory (2015) and Schoening's Nurse Educator Transition (NET, 2009) Model were used to guide nurses' transition from bedside care to classroom teaching faculty.

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Lecturer, Dept. of Pharmacology and Therapeutics, Shaheed Monsur Ali Medical College & Hospital, Uttara, Dhaka-1230, Bangladesh

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