Perceptions of students. Participants described how their students perceived
them as a teacher, resource, approachable, and as someone who provides learning experiences for them. In addition, having their students communicate with them verbally, by email, and text message further reinforced their instructor identities. For example, Stephanie expressed, “I think overall, based on their comments, the students are satisfied with the learning experiences I provide for them. Last week a couple of them told me they liked how I teach them and how I am available to them to answer
questions.” Similarly, Elizabeth stated, “The students thank me for the learning
89
experiences I provide them at clinicals. Many have told me I am a good instructor. I receive emails and text messages from them quite a bit on questions related to their paperwork. I feel they view me as a teacher and resource person.”
Similar to Stephanie and Elizabeth, Kim commented on her students’ perceptions of her, “I feel they look at me as a teacher. For example, during our post-clinical
conference last week, a student thanked me for assigning her a great patient. She expressed to me that she learned a lot and liked how I teach.” In addition, Kim
expressed, “In my last student evaluations, they commented that I am very approachable and it is easy to ask me questions. Students will thank me for teaching them at
clinicals.” Using various methods of communication with their students seems to be important for participants’ professional identity development as instructors. All discussed how students perceived them as clinical instructors based on these
conversations further reinforcing their self-perceptions necessary for their instructor identity.
Perceptions of part-time and full-time nursing faculty. All participants
expressed that in addition to students, other part-time and full-time nursing faculty perceived them as clinical instructors further supporting the development of their part- time instructor identities. Communication with other faculty further reinforced
participants’ self-perceptions as instructors. They described how other nursing faculty communicate with them verbally and are willing to answer their questions. In addition, a few participants perceived, based on these conversations, that full-time nursing faculty viewed them as equal rather than as inferior despite their part-time status. For example, Stephanie commented,
90
I get along with the other full-time faculty very well. They seem to value my knowledge and have been very helpful to me and being able to tell me what I need to know and answer my questions. I believe they view me as a clinical instructor teaching our students. They communicate with me as if I was equal to them.
We communicate in person, email, or text messaging.
Similar to Stephanie, Hannah described other faculty member’s perceptions of her based on her communications with the faculty, “They see me on the same level as they are and as a clinical instructor….They are also helpful to me and answer all my questions. We communicate back and forth a lot about teaching the students using email, text
messaging, and in person when I see them.” Kim expressed, “I feel they think of me as a clinical instructor…We have a great relationship and open communication about any student concerns or questions I may have on teaching. They are very helpful in
answering my questions by email and text messaging.” Participants believed that other part-time and full-time faculty perceived them as instructors based on their
communications with the faculty. Several participants discussed how other faculty viewed them as equal despite being part-time, further reinforcing their instructor identities.
Perceptions of nursing staff at clinical facilities. Lastly, in addition to students
and other faculty perceiving them as clinical instructors, participants described how nursing staff at clinical sites also perceived them as instructors. Communication with nursing staff at the clinical agencies further reinforced the faculty’s perceptions of their identity as clinical instructors. Nursing staff at the clinical sites consult with participants on patient selection and learning experiences for the students. In addition, participants
91
commented that the nursing staff are very helpful by answering their patient care related questions. For example, Hannah expressed,
The nursing staff are very grateful and excited that the students and I are there.
They come and find us if there are skills and other things to do, such as IVs, dressing changes, and foley catheter insertions. The nurses help me select patients to assign the students as they know the patients better than I do. I just tell them what type of patients based on diagnosis I would like to assign the students and they find patients for me. Yes, they view me as an instructor.
Sarah, similar to Hannah, commented, “The nursing staff are excellent about letting us know if there are nursing skills that need to be done. They assist me with patient selection. We communicate about student learning experiences. They make me feel like an instructor while I do clinicals.” Likewise, Emily stated, “The nursing staff help me pick out patients that would be good learning experiences for the students. They will find me patients with specific diagnosis that students are learning about in theory that week. I believe they view me as a teacher.” The nursing staff‘s willingness to identify learning opportunities for students demonstrates their deference to the instructor’s role as the constructor of learning experiences. This further supports the participants’
perceptions of their professional identity as part-time clinical instructors
Summary of theme. The perceptions of students, nurses at clinical facilities, and other faculty contribute to the participants’ instructor identity developments.
Participants believed that these individuals perceived them as clinical instructors based on their communications with the individuals while participants taught students in the community college and clinical site settings.
92