The shortage of qualified nursing faculty contributes to the nation’s shortage of registered nurses. Addressing the nursing faculty shortage includes strategies aimed at supporting the development of nurse educators. The National League for Nursing Core Competencies of Academic Nurse Educators (NLNCC) describe the knowledge, skills, and attitudes necessary for nurse educators within the academic setting. The purpose of this qualitative case study was gaining a deep understanding of how novice nurse educators teaching in a prelicensure baccalaureate nursing program in the Midwest perceived and integrated their skills and application experiences of the NLNCC. A conceptual framework consisting of the Nurse Educator Transition (NET) model and the construct of pedagogical content knowledge (PCK) provided a lens for the study. A constant comparative method guided the analysis of data from semi-structured interviews, document analysis, and an assessment tool. Seven key findings emerged, which included ‘general pedagogical educator skills are foundational’, ‘prior experiences are helpful but not identical’, ‘learning on the job’, ‘engaging students’, ‘evaluation goes both ways’, ‘connecting to practice’, and ‘no time’. The results of this study implied that skill acquisition of the NLNCC were related to the nurse educator’s transition through the NET model and it was postulated that the development of PCK is associated with moving toward the identity formation phase. Recommendations focus on supporting the development of novice nurse educators’ skill acquisition of the NLNCC prior to and during the transition to the academic setting.

Date Dissertation Completed


Document Type


Degree Name

Doctorate of Education


Education Studies

Dissertation Advisor

Diane Forsyth, James Schul

Dissertation Committee Members

Theresa Waterbury


Winona, Minnesota

Available for download on Tuesday, March 04, 2025