From novice to expert to novice again: stories of novice nurse educator testing experience

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dc.contributor Appel, Susan J.
dc.contributor Givens, Mary I.
dc.contributor March, Alice L.
dc.contributor Write, Vivian H.
dc.contributor.advisor Atkinson, Becky M. Crider, Carla 2021-05-12T16:28:24Z 2021-05-12T16:28:24Z 2020
dc.identifier.other u0015_0000001_0003725
dc.identifier.other Crider_alatus_0004D_14331
dc.description Electronic Thesis or Dissertation
dc.description.abstract Relatively few nurse educators receive the formal pedagogical training needed to smoothly transition from the clinical nurse role to the nurse educator role (Cooley & De Gagne, 2016;, especially as it relates to the evaluation and testing of student learning. The lack thereof creates a dissonance between clinical practice and academia (Cooley & De Gagne, 2016; Murray, Stanley, & Wright, 2014). Such dissonance often leaves the nurse educator in unfamiliar territory (Cooley & De Gagne, 2016) teaching and testing by trial and error (Schoening, 2013). The transition from clinical nursing practice to academia is well documented in the qualitative nursing literature. An essential component of learning to be an educator is learning how to teach effectively and prepare useful student assessments. However, an extensive search of the literature revealed inadequate available research regarding how novice nurse educators learn the complex task of writing as well as the implementation and analysis of a valid, psychometrically sound exam. All questions used in this narrowly focused study were designed to elicit the personal experience, i.e., the story, of the expert-clinician-turned-novice-nurse-educator specific to the creation, administration, and analyses of exams during the first year of full-time teaching in an associate degree nursing (ADN) program. Findings from this study point to the need for nurse education to develop an academic standard of care that would enhance nurse educators and provide great benefit for students. The information provided by this study may help the nursing profession as a whole and nursing education programs specifically to provide better mentorship and guidance for novice nurse educators.
dc.format.extent 201 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Nursing
dc.subject.other Education
dc.subject.other Pedagogy
dc.title From novice to expert to novice again: stories of novice nurse educator testing experience
dc.type thesis
dc.type text University of Alabama. Department of Educational Leadership, Policy, and Technology Studies Instructional Leadership The University of Alabama doctoral Ed.D.

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