A cross-sectional, descriptive, correlational study of orientation delivery method and orientation length and perceived confidence in skill acquisition with clinical adjunct faculty in nursing education

Background: The ongoing nursing shortage, coupled with increasing reliance on adjunct faculty, has created a critical need to examine how clinical adjunct nursing faculty are prepared for their teaching roles. Adjunct faculty play an essential role in educating future nurses, yet their orientation and professional development remain inconsistent across programs. Orientation design, length, and delivery methods are variable, with limited empirical evidence linking these factors to confidence in skill acquisition. Grounded in Meleis’ Transitions Theory, this study examined whether orientation format (delivery method and length), years of teaching experience, and participation in mentoring programs predict confidence in skill acquisition among clinical adjunct faculty in prelicensure baccalaureate nursing programs in the United States. Methods: A cross-sectional, descriptive, correlational design was employed using an emailed electronic survey. The convenience sample included 257 clinical adjunct faculty teaching in accredited baccalaureate programs across 37 states. The instrument incorporated demographics, orientation format, and the Clinical Nurse Educator Skill Acquisition Assessment (CNESAA), which measured perceived confidence. Predictor variables included orientation delivery method, orientation length, years of teaching experience, and participation in a formal mentoring program; the dependent variable was the CNESAA composite score representing confidence in skill acquisition. Results: Participants were predominantly female (93%, n = 240), white (85%, n = 219) held a master’s degree as their highest level of education (57%, n = 147), and had an average age of 43 years (n=257) with an average of 16.6 years of clinical experience (n=257). More than half of participants (53.3%) reported receiving orientation, most commonly delivered face-to-face (65.4%) and lasting an average of six hours. The mean CNESAA composite score was 157.27 (SD = 33.84), indicating moderate to high confidence in skill acquisition. Regression analysis revealed orientation delivery method, length of orientation, years of teaching experience, or mentoring participation significantly predicted confidence in skill acquisition (p > .05). Conclusions: This is the examination of orientation format and confidence in a national sample of clinical adjunct faculty. Findings indicate factors beyond orientation and mentoring may influence confidence development during the transition to the educator role. Further research is needed to identify strategies that foster confidence among clinical adjunct faculty.

Name thesis:degree_name

Ph.D. (Doctor of Philosophy)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Nursing (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2025

Author dc:creator

• Hantack, Kelly Lynn

Advisor dc:contributor.advisor

• Russell, Cynthia L.

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10355/110239

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/110239