The lived experience of veteran nurse educators teaching in selected baccalaureate or higher degree programs in nursing : a study of professional development

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Janice Feemster Coleman (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
D. Michelle Irwin

Abstract: This inquiry examined the influence of changes in nursing education on the professional role development of veteran nurse educators in baccalaureate or higher degree programs in nursing. The perceptions and meanings held by nine successful women about their life experiences as teachers of nursing education in a southeastern university system were explored. Abraham Maslow's (1970) hierarchy of needs theory served as the theoretical basis to describe the extent to which the study participants had achieved personal and professional role development. The method for interpreting the study participants' lived experiences as nurse educators was dialectical hermeneutics (G1iba and Lincoln, 1989). Through the perceptual lens of a constructivist paradigm, an understanding of the multiple realities of the nurse professoriate within the traditional university disciplinary organization evolved. Through interpretive methodology, a dialectic emerged between need fulfillment challenges to professional role development and career path barriers for advancement within the academy.

Additional Information

Language: English
Date: 1994
Nursing $x Study and teaching
Nurses $x Attitudes
College teachers $x Attitudes

Email this document to