Alice Through the Looking Glass: The Influence of Self and Student Understanding on Role Actualization Among Novice Clinical Nurse Educators

Abstract

In response to a shortage of qualified academicians, the past decade has seen nurses who are expert practitioners move into the role of clinical faculty. Although the literature on this transition is emerging, little is known about how expert practitioners actualize that transition or the prescribed paths to follow. This article describes how the understanding of self and student assists in actualizing the role of clinical nurse educator. The author uses a metaphor of Alice stepping through the looking glass to present three dimensions that expert practitioners pass through in their journey to clinical nurse educator. A conceptual model is provided to enhance clarity.