Date of Conferral

11-20-2025

Date of Award

November 2025

Degree

Ph.D.

School

Nursing

Advisor

Tresa Kaur

Abstract

The shortage of qualified nursing faculty in Canada threatens the ability to educate sufficient numbers of nurses to meet healthcare demands. Despite this, limited research explores how baccalaureate-prepared nurses experience the transition into nursing faculty roles. The purpose of this qualitative study, guided by Schoening’s nurse educator transition model, was to explore the experiences of baccalaureate prepared nurses on the transition to novice nurse faculty members teaching in 2-year diploma prepared nursing programs in Northwestern Ontario. Five semi-structured interviews were conducted with baccalaureate-prepared novice nursing faculty members, analyzed, and transcribed using Zoom. Data were coded and analyzed using Saldana’s first and second cycle coding methods. Four major themes emerged: (a) anticipation of structured support and preparedness, (b) lack of orientation and institutional support, (c) the emotional weight of role unpreparedness, and (d) lack of accessible, comprehensive, and timely teaching resources. Participants entered their roles with expectations of structured support and resources, but instead encountered a lack of orientation, insufficient mentorship, and limited managerial guidance. These challenges contributed to role stress, identity conflict, and significant emotional strain, often leaving participants overwhelmed, discouraged, and questioning their preparedness for academic responsibilities. Findings highlight the need for formal mentorship, comprehensive orientation programs, and timely access to teaching resources to enhance role satisfaction and retention. Implications for positive social change include improving faculty retention, strengthening the quality of nursing education, and supporting a sustainable nursing workforce.

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