A Qualitative Inquiry Exploring Clinical Faculty Transition to a Concept-Based Curriculum

Abstract

Abstract AIM This study explores the transition process clinical faculty experience when changing to teaching in a concept-based curriculum. BACKGROUND Literature related to faculty support during curricular change is sparse and offers little guidance to assist clinical faculty. METHOD A qualitative study was conducted with participants from nursing programs in a statewide consortium. Semistructured interviews were transcribed to identify themes that linked participants’ experiences to transition stages. Additional research included review of clinical assignments and observation of faculty while teaching at a clinical site. RESULTS Nine clinical faculty from six nursing programs participated in the study. Five themes linked to the stages of the Bridges Transition Model were identified: Collaboration, Communication, Coordination, Coherence, and Futility. CONCLUSION The identified themes revealed that clinical faculty varied in their transition process. These results add to the knowledge of transitional change for clinical faculty.