3.  Early retirement (Faculty Census Survey, 2003)  National League for Nursing (Kovner, Fairchild, & Jacobson, 2006) › Vacancy rates increased 32% from 2002 -2006 › 2/3 were 45 – 60 years old in 2006, and likely to retire in the next 5-15 years

4.  Often part time  Experts in concurrent practice positions  Little formal preparation for educator role  Minimal preceptorship or mentorship availability

5.  Ample literature focused on novice tenure track faculty or those in community college settings, but no study examined experiences of novice TAS

6.  “What are the experiences described by novice TAS in a baccalaureate nursing program and how do these experiences compare to their expectations and needs?”  “How was mentoring experienced by novice TAS?”

8.  Feel overwhelmed  High anxiety › Performance, balance, keeping up, and isolation  Coping › Independently sought out professional support systems

9.  Mentoring roles  Stages of the mentoring relationship  Qualities of a mentor  Mentor versus preceptor  Formal versus informal

10.  Design: descriptive, naturalistic inquiry

11.  Sample: convenience, ten novice TAS › Age (26-65); all Caucasian › 9 female, 1 male › Highest degree completed – master’s degree › Variable FTEs › 7 classroom and clinical; 3 clinical only  Setting: 3 Midwestern baccalaureate nursing programs – 2 public, 1 private  Data collection: focus group interview

13.  Feelings › Anxiety, frustration, uncertainty, isolation, awkwardness, expendability, confusion › Confidence, feeling supported, belonging  Preparation for Role and Expectations › Previous work, education, and life experiences › Familiarity with content › Expectations influenced by student characteristics › No expectations

14.  Resources › Sources › Relationship with faculty colleagues › Characteristics of support persons as experienced › Helpful things others can do

15.  Challenges › How to teach › How to evaluate › Personal › Organizational

16.  Mentorship › Description and comparison with preceptorship › Mentorship experienced › Becoming a preceptor or mentor

18.  Novice TAS experience is consumed with feelings and challenges  Some support for novice TAS exists - need to strengthen  Inconsistent use of “Preceptor” and “Mentor”  Limitations and future research

19.  Jumping in  Surviving day by day  Moving forward

20.  Personal connection  Stay true to the data  Experiences with interview skills  Group research is enriching, fun, and combines different talents  Simultaneous, ongoing dissemination

21.  Research participants  University of Wisconsin – Eau Claire › Small Research Grant › Sigma Theta Tau International – Delta Phi Chapter › Data transcriptionists › Marcia Bollinger, MLS; Senior Media Specialist

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