Date of Conferral



Doctor of Education (Ed.D.)




Kathleen M. Claggett


This project study addressed the perceptions of novice adjunct clinical instructors as they transition from clinician to novice educator within an associate degree nursing program in Ohio. Lack of formal training in educational preparation has caused the disorientation of effective supervisory practices in the clinical setting and prevents the optimal transfer of knowledge from educators to nursing students. Mezirow’s transformative adult learning theory and Schoening’s nurse educator transition model were the two conceptual frameworks that guided this study. A qualitative exploratory research design was used to study the role transition process and perceptions of supervision, challenges, and strategies or support. A demographic inquiry and in-depth interviews were conducted with 8 novice adjunct instructors with 3 years or less experience as a clinical educator. Verbatim transcripts were dissected line by line and a priori codes and descriptive coding methods were applied, yielding thematically categorized data. Lacking orientation and becoming an authority figure were a few of the emergent themes that offered insight into integral gaps in the orientation and training practices. An online professional development training program (PDTP) was subsequently developed as a result of the study findings and was designed using the study site’s web-based Canvas learning management system. The learning objectives of this PDTP have been designed to remedy the identified gaps in practice and will serve as an ongoing resource and toolkit for all novice adjunct clinical instructors. The findings of this study will impact positive social change by improving job satisfaction, retention rates, and onboarding procedures as well as the quality of education provided to the next generation of graduate nurses.

Included in

Nursing Commons