Experiences of Novice Educators with the Role Transition from Clinical Practice to Academia: A Phenomenological Study in Ghana

Background: The transition from clinical practice to academia comes with diverse experiences and challenges for novice educators, which causes stress, frustration, and role strain. This study aimed to describe the experiences of novice educators With the role transition from clinical practice to academia in Ghana. Methods: This descriptive phenomenological study was conducted with 12 novice educators in three health training institutions in the Upper East Region of Ghana in 2020. The purposive sampling method was used to select participants, and data were collected through a semi-structured interview guide. Each audio-recorded in-depth individual interview was transcribed verbatim and analyzed using Colaizzi’s descriptive phenomenological method. Results: Based on the data analysis, three themes and six subthemes emerged including tutor-student interaction, role transition challenges, and role transition support. The subjects had negative student encounters and were overwhelmed with the workload and lack of transition support. Conclusion: Novice educators in Ghana have diverse experiences that affect their role transition into academia. Creating and implementing faculty orientation and mentorship programs for these individuals would improve the experience and ensure their smooth role transition into nursing academia.