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The experience of sessional teaching staff in pre-registration nurse education programs : A systematic review
Ricks, Thomas Aaron Brouwer, Hendrika Jacoba Lam, Louisa Lok Yi Jacob, Elisabeth
Ricks, Thomas Aaron
Brouwer, Hendrika Jacoba
Lam, Louisa Lok Yi
Jacob, Elisabeth
Abstract
Objectives
To uncover current international evidence of the working experience of sessional teaching staff in pre-registration nurse education programs.
Design
Systematic review.
Data sources
In April 2023, electronic databases of Web of Science, Education Source, American Psychological Association (APA) PsycInfo®, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus and Education Resources Information Center (ERIC) were searched with no time limit for publication. Hand search material from Google Scholar was included.
Review methods
The inclusion criteria were research focused on (1) the work experiences of sessional nursing teaching staff (2) pre-registration nurse education programs including diploma, associate degree, bachelor's degree, or accelerated bachelor's degree (3) the post-secondary education setting. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool. After extraction, thematic synthesis was performed.
Results
A total of 514 studies were retrieved and five studies were included: three qualitative studies, one quantitative study, and one mixed method study. Three themes were developed from this review: (i) Lack of a sense of belonging; (ii) Working experience and support; and (iii) Clinical recency, however, most of the studies have a small sample size.
onclusion
Sessional teaching staff enjoy teaching nursing students as they feel a sense of responsibility to pass on their knowledge to future generations of nurses. They appreciate a supportive working environment and culture including professional development, feedback, mentorship and growth opportunities to increase job satisfaction. This will reduce the turnover. There is a need to conduct further research on sessional teaching staff to understand their experience in pre-registration nursing programs.
Registration
The protocol of this systematic review is registered with Open Science Framework (registration link: doi:10.17605/OSF.IO/SUD4Y).
Keywords
sessional, casual, nursing, teaching, experience, pre-registration program, university
Date
2025
Type
Journal article
Journal
Nurse Education Today
Book
Volume
144
Issue
Page Range
Article Number
Article 106457
ACU Department
School of Nursing, Midwifery and Paramedicine
Faculty of Health Sciences
Faculty of Health Sciences
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).