The Lived Experience of Experienced Faculty During the Role Transition Without Mentoring: A Transcendental Phenomenology Study

The Lived Experience of Experienced Faculty During the Role Transition Without Mentoring: A Transcendental Phenomenology Study

This qualitative study explored the lived experiences of experienced nursing faculty at Southeast and Central Region of the United States who did not receive mentoring during the role transition. A total of seven experienced faculty participated in a single, 40 minutes, semi-structured interview exploring the lived experienced of experienced faculty, role transition, and development of self-efficacy to teach. Additionally, participants were asked to reflect their experiences as they navigate their way to develop confidence and competence to teach.