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EXPLORING the LIVED EXPERIENCE of EARLY-CAREER MILLENNIAL NURSING FACULTY: DERIVING MEANING from THEIR PERSPECTIVE by Adrian

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EXPLORING the LIVED EXPERIENCE of EARLY-CAREER MILLENNIAL NURSING FACULTY: DERIVING MEANING from THEIR PERSPECTIVE by Adrian EXPLORING THE LIVED EXPERIENCE OF EARLY-CAREER MILLENNIAL NURSING FACULTY: DERIVING MEANING FROM THEIR PERSPECTIVE By Adrian Rebecca Stamps Bachelor of Science – Nursing Texas Tech University Health Sciences Center School of Nursing 2014 Master of Science – Nursing Texas Tech University Health Sciences Center School of Nursing 2016 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy – Nursing School of Nursing Graduate College University of Nevada, Las Vegas December 2020 Dissertation Approval The Graduate College The University of Nevada, Las Vegas November 30, 2020 This dissertation prepared by Adrian Rebecca Stamps entitled Exploring the Lived Experience of Early-Career Millennial Nursing Faculty: Deriving Meaning from Their Perspective is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy – Nursing School of Nursing Lori Candela, Ed.D. Kathryn Hausbeck Korgan, Ph.D. Examination Committee Chair Graduate College Dean Catherine Dingley, Ph.D. Examination Committee Member Dieu-My Tran, Ph.D. Examination Committee Member Natalierose Pennington, Ph.D. Graduate College Faculty Representative ii ABSTRACT Exploring the Lived Experience of Early-Career Millennial Nursing Faculty: Deriving Meaning From Their Perspective By Adrian Rebecca Stamps Dr. Lori Candela, Examination Committee Chair Associate Professor, School of Nursing University of Nevada, Las Vegas An innovative way to combat the protracted nursing faculty shortage is to recruit up and coming generations of nurses to academia. The most recent generation to enter the academic ranks are millennials, often categorized in nursing by a birth year between 1981 and 2000. In contrast to preceding generations, millennials are seeking roles in academia earlier in their careers. Research has shown millennials have unique perspectives on the workplace and a tendency to leave positions if they are not satisfied. This pattern could pose a challenge for sustaining the nursing faculty workforce. How millennials perceive their initial years in the nursing faculty role is largely unknown. Targeting the perspectives of these faculty allows for a proactive assessment of their viewpoints of the profession of nursing academia. Therefore, the aim of the study was to uncover the lived experience of early-career millennial nursing faculty. The study is important since millennials will be significant contributors to the future of academic nursing education. Two questions guided this inquiry: What is the lived experience of early-career millennial nursing faculty? What is the meaning behind the lived experience of early-career millennial nursing faculty? A qualitative approach using interpretive, hermeneutic phenomenology was used to identify and explore the meaning of the lived experience of early-career millennial nursing iii faculty. Data was collected using semi-structured interviews conducted through email. Van Manen’s interpretation of the phenomenological method informed data analysis and resulted in three themes: being educators at heart, settling into the role, and forging our own path. Several subthemes also emerged. The unique perspectives of early-career millennial nursing faculty can inform recruitment, transition, and retention strategies. iv ACKNOWLEDGMENTS First and foremost, I must thank my Chair, Dr. Lori Candela, for assisting me to execute this dissertation study. You were, in large part, the reason I wanted to go to the University of Nevada, Las Vegas for my PhD. Your positivity, “can do” attitude, and appreciation for my topic of interest from the very beginning means so much to me. On that note, thank you to my committee members, Dr. Catherine Dingley, Dr. Dieu-My Tran, and Dr. Natalie Pennington. I appreciate your willingness to approach my study with a millennial spin. Your feedback helped elevate my work beyond my expectations. To my mom, Dr. Liz Mulig, who has been a constant support throughout this journey: Thank you for answering my daily phone calls for questions and advice on navigating the world of academia. To my husband, Kenneth, who was always a listening ear: Thank you for your unfailing faith in me. I love you! To my friends and family, who believed in me from being admitted through achieving this milestone: I appreciate you. To my peers, especially Keshia, who have shared this experience with me: What a journey it has been! I am incredibly honored by the support offered by my workplace, Texas Tech University Health Sciences Center. Without the opportunity given to me, I would likely not be a millennial nursing faculty. Thank you for choosing me, mentoring me, and allowing me to be a part of our team. I want to offer a special thank you to Dr. Sharon Cannon for serving as an editor during this process and Dr. Laura Opton for setting an excellent example of what it means to be a leader and helping me grow professionally during my early-career. Lastly, I would like to thank the Tony and Renee Marlon family for their scholarship. Your generosity reduced my financial burden and allowed me the opportunity to study full-time. v DEDICATION I would like to dedicate this dissertation to my fellow millennial nursing faculty. May you continue to forge your path! vi TABLE OF CONTENTS ABSTRACT ................................................................................................................................... iii ACKNOWLEDGEMENTS .............................................................................................................v DEDICATION ............................................................................................................................... vi LIST OF FIGURES ....................................................................................................................... ix CHAPTER 1 INTRODUCTION ...................................................................................................1 Aim of the Study ..................................................................................................................2 Phenomenon of Interest .......................................................................................................3 Focus: Specific Context of the Phenomenon .......................................................................4 Study Purpose. .....................................................................................................................5 Theoretical and Operational Definitions ..............................................................................5 Research Questions ..............................................................................................................7 Summary ..............................................................................................................................8 CHAPTER 2 EVOLUTION OF THE STUDY .............................................................................9 Historical Context: Literature Review .................................................................................9 Research Method ...............................................................................................................35 Relevance of This Study to Nursing ..................................................................................35 Experiential Context: Background of the Researcher ........................................................38 Summary ............................................................................................................................39 CHAPTER 3 METHOD OF INQUIRY: GENERAL .................................................................41 Description of Research Method .......................................................................................41 Rationale for Choosing the Phenomenological Inquiry Method .......................................45 Method of Data Analysis ...................................................................................................45 Methodological Rigor ........................................................................................................48 Concepts and Terms Important to the Study......................................................................52 Summary ............................................................................................................................55 CHAPTER 4 METHOD OF INQUIRY: APPLIED ....................................................................56 Sample................................................................................................................................56 Setting for Data Collection ................................................................................................56 Human Subjects Considerations ........................................................................................58 Data Collection Procedure .................................................................................................61 Analysis Procedure ............................................................................................................63 Methodological Rigor ........................................................................................................65 Strengths and Limitations ..................................................................................................66 Summary ............................................................................................................................67 vii CHAPTER
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