Explaining the Process of Non-Faculty Member Nursing Instructors Encountering the Professional Role Ambiguity: A Grounded Theory Approach

Nursing instructors are the most influential people in the future of the nursing profession. A group of instructors in schools of nursing work as non-faculty members. This will cause them to experience their own problems. The present study aimed to exposure the process of nursing non-faculty member with professional role ambiguity.

This qualitative study was conducted using a grounded theory approach. 10 non-faculty members, 1 educational research assistant and 1 dean of School of Nursing were participated in this study. Data were simultaneously analyzed through constant comparative with Strauss and Corbin approach (1998).

The main categories in this study were the "lack of rules and duties, variety of work place, confusion, behavioral beliefs, educational certificate, inappropriate feedback, and failure to role playing". Professional commitment was the core category in this study.

Results indicated that role ambiguity is a dynamic phenomenon affecting the professional commitment of non-faculty members. Therefore, attention to the underlying causes of role ambiguity and trying to resolving them can have an impact on nursing education process.