THE LIVED EXPERIENCE OF VETERAN NURSE EDUCATORS TEACHING IN SELECTED BACCALAUREATE OR HIGHER DEGREE PROGRAMS IN NURSING: A STUDY OF PROFESSIONAL DEVELOPMENT.
Contributors: University of North Carolina at Greensboro.
Published: 1994
Number of pages: 207
Subjects: Health Sciences, Nursing.; Education, Higher.; Health Sciences, Education.
Description: This inquiry examined the influence of changes in nursing education on the professional role development of veteran nurse educators in baccalaureate or higher degree programs in nursing. The perceptions and meanings held by nine successful women about their life experiences as teachers of nursing education in a southeastern university system were explored. Abraham Maslow's (1970) hierarchy of needs theory served as the theoretical basis to describe the extent to which the study participants had achieved personal and professional role development.

The method for interpreting the study participants' lived experiences as nurse educators was dialectical hermeneutics (Guba and Lincoln, 1989). Through the perceptual lens of a constructivist paradigm, an understanding of the multiple realities of the nurse professoriate within the traditional university disciplinary organization evolved. Through interpretive methodology, a dialectic emerged between need fulfillment challenges to professional role development and career path barriers for advancement within the academy.

Colaizzi's (1978) phenomenological analysis was used for the purpose of content analysis and synthesis of the data which emerged from structured interviews with the participants. Four major categories emerged: (a) Discovering the nature of teaching: Making the transition from practitioner to nurse educator; (b) Developing a professional identity: Learning the rules of the game; (c) Learning how to balance the personal and professional self: Living comfortably with the self personally and professionally; and (d) Staying the course: A contemporary and futuristic perspective.

The themes which evolved from the study include: (a) perceptions of underpreparation; (b) ever-changing role expectations; (c) issues related to the feminist voice in a male-dominated academic climate; (d) curriculum trends in graduate preparation of nurse educators; and (e) faculty development as a necessary vehicle for role development of the nurse professoriate.

From the histories of the nine women in this study, persistence and perseverance were found to be the major personal qualities influencing their accomplishments and degrees of success as academicians. The findings of the study of the lived experience of exemplary, veteran nurse educators in university settings suggest important directions for the career development and upward mobility of contemporary and future nurse educators.
Notes: Source: Dissertation Abstracts International, Volume: 56-02, Section: B, page: 0740.

Thesis (ED.D.)--THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO, 1994.

School code: 0154.