Evaluating the Self-Efficacy of Novice Educators in Nursing and Allied Health Care Programs as it Pertains to Faculty Development

Authors

Amanda Doneski, Indiana Wesleyan UniversityFollow
Martin S. Rice, Texas Woman's UniversityFollow

Abstract

Purpose: Career choices in nursing and allied health include but are not limited to nursing, radiologic technology, dental hygiene, respiratory therapy, and occupational therapy.¹The majority of health care professions require the practitioner to hold certain required credentials. These credentials are obtained upon successful graduation from an accredited curriculum, passing some sort of board exam, and applying for and obtaining a state license to practice in their designated area of expertise.² Advancement opportunities in management, sales, and education are attainable for many healthcare professionals.³ Individuals who transition from the role of a health care provider to educator bring to the classroom limited or no formalized instruction specific to education.^4,5 As a result, health care providers who become educators feel thrown into their new roles with little to no guidance.⁴ Feelings of inadequacy in teaching abilities not only affect the novice educator but also the students in their classrooms.⁶ Methods: While requirements of health care professionals are strict and based on accrediting or a licensing body, nursing and allied health care educators are not as regulated and vary from those of other disciplines.⁷ Typically, a nursing or allied health care educator has obtained an advanced degree, yet those degrees are not always required and there are no requirements as to the area the degree has to be in.⁴ Often these advanced degrees are professional degrees at the doctoral level such as Occupational Therapist, Physical Therapist, Nurse Practitioner whose focus is not on pedagogy/andrology but clinical practice.^8-10 Many professionals enter the world of academia without any formalized educational training.⁴ As instructional openings occur, health care professionals find themselves transitioning from the role of a provider to an educator with little to no formal training.⁵ Results: Upon entering into this new role, experienced health care professionals became novice educators ^4,5,10. Novice educators likely have to navigate how to become instructors on their own.⁵ These individuals are often subject matter experts who can impart knowledge to students.⁴ While this may seem like an ‘easy’ task, considerable time and preparation is involved in the process.¹¹ There are many other responsibilities of faculty members beyond lecturing and facilitating a class.¹² Those duties often include academic advisement, committee work, as well as collaboration with colleagues in research.¹² Understanding objectives and curriculum are additional struggles novice educators face.¹⁰ Conclusion: To aid the transition from professional to educator, some organizations provide professional development to support these educators with additional instruction in areas such as curriculum, objectives, and learning theories associated with academia.¹³ Stuit et al stated entering the world of academia can be a rewarding experience, yet many are not aware of all duties required and unanticipated challenges associated with the demands of teaching, scholarship, and service.¹⁰

Author Bio(s)

Amanda Doneski, Ed.D., R.T.(R) is the Program Director for Health Sciences at Indiana Wesleyan University. She practices as a radiologic technologist at Mercy Hospital Springfield.

Martin Rice, PhD, OTR, FAOTA is the Director of Occupational Therapy at Texas Woman's University.

Acknowledgements

This study was completed as part of earning a Doctor of Education degree from Lindenwood University for the first author.

Recommended Citation

Doneski A, Rice MS. Evaluating the Self-Efficacy of Novice Educators in Nursing and Allied Health Care Programs as it Pertains to Faculty Development. The Internet Journal of Allied Health Sciences and Practice. 2025 Oct 15;23(4), Article 31.