University of Southern California Dissertations and Theses

Organizational onboarding and socialization of adjunct clinical faculty in nursing education

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Organizational onboarding and socialization of adjunct clinical faculty in nursing education

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Content Running head: ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 1

ORGANIZATIONAL ONBOARDING AND SOCIALIZATION OF
ADJUNCT CLINICAL FACULTY IN NURSING EDUCATION

by

Julie Anne Kientz Elting

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2015

Copyright 2015 Julie Anne Kientz Elting
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 2

Acknowledgements

I wish to express my gratitude to
o my dissertation committee - Dr. Monique Data, Dr. Larry Picus, and Dr. Dominic
Brewer - for providing support and guidance during this sometimes paralyzing and
overwhelming process.
o my study participants for taking the time to help me reach my educational goals,
displaying the true altruistic nature of nurses, and how we need to support each other.
o my friends, classmates, colleagues, and students who encouraged me during the stressful
and long days these last three years and never mentioned the dark circles under my eyes
or increasingly gray hair.
o my parents Jan Braun and Art Kientz for helping me to see the possibilities that were out
there for a girl from southwest Denver. I love you both.
o my children Devin, Maria, and Russell Kientz Elting – You grew up as witnesses to my
pursuit of professional satisfaction and I finally found it. Thanks for your patience!
Don’t be afraid to keep looking for the place where you fit in this world. It can take some
time, though. Love you guys. “As long as I’m living, my babies you’ll be.”
o my husband, Dirk Elting. Your belief in me never wavered and I appreciate the work you
took on these last few years to help me stay focused on my goals. Exactly twenty years
after our last doctoral achievement we are now Dr. and Dr. Thanks for helping me
achieve something I literally set my sights on when I was a child. I love you.
“Wherever we’re together, that’s my home.”

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 3

Table of Contents
Acknowledgements 2

List of Tables 5

List of Figures 6

Abstract 7

Chapter One: Overview of the Study 8
Background of the Problem 9
Statement of the Problem 13
Purpose of the Study 15
Significance of the Study 16
Limitations and Delimitations 16
Definition of Terms 17
Organization of Study 20

Chapter Two: Literature Review 22
Human Capital Theory 22
Human Talent Management and the Nursing Faculty Pipeline 26
Onboarding and Engagement of Nursing Clinical Adjunct Faculty 35
Summary 40

Chapter Three: Methodology 42
Research Design 43
Sample and Population 44
Instrumentation 45
Data Collection 51
Data Analysis 53

Chapter Four: Results 55
Participants 55
Research Question One 57
Research Question Two 93
Research Question Three 102

Chapter Five: Discussion 117
Overview 117
Discussion 118
Implications for Practice 123
Future Research 125
Conclusions 125

References 127
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 4

Appendices

Appendix A. Inform-Welcome-Guide Onboarding Activity Checklist 132

Appendix B. Inform-Welcome-Guide Onboarding Practices Survey for Faculty 134

Appendix C. Inform-Welcome-Guide Onboarding Practices Survey for

Administrators 136

Appendix D. Structured Follow-up Interview for the

Inform-Welcome-Guide Onboarding Practices Survey 138

Appendix E. Benefit Rating Scale for Interview Protocol 140

Appendix F. Certified Information Sheet for Clinical Adjunct Faculty 141

Appendix G. Certified Information Sheet for Nursing Program Administrators 143

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 5

List of Tables
Table 1: Onboarding Practices Identified by Adjunct Faculty 89
Table 2: Identification of Benefit of IWG Onboarding Practices by Adjuncts 90
Table 3: Identification of Benefit of IWG Onboarding Practices by Administrators 95
Table 4: Congruence of IWG Onboarding Practices Benefits as Reported by
Adjuncts and Administrators 99
Table 5: Participant Responses Aligning with Predetermined Codes 104
Table 6: Alignment of IWG Practices and Proximal Outcomes of
Organizational Socialization 105

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 6

List of Figures
Figure 1: Attracting, Selecting, Engaging, Developing, and Retaining Employees 25

Figure 2: Antecedents and Outcomes of Organizational Socialization 35

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 7

Abstract
The organizational socialization literature identifies specific needs of newly hired employees:
role clarity, occupational self-efficacy, and social acceptance. Organizations help meet these
needs by providing onboarding (orientation and engagement) practices that facilitate newcomer
adjustment. This leads to increased employee satisfaction and retention. The purpose of this
qualitative study was to identify the benefit of onboarding practices that nursing programs use
with adjunct clinical nursing faculty and determine if these practices contribute to organizational
socialization. Eight nursing adjuncts from three universities completed an online pre-interview
survey and participated in a semi-structured interview where they rated the benefit of best and
common onboarding practices. An administrator from each university also completed an online
version of the survey. Findings from the study revealed consistent benefit ratings of the majority
of practices by participants. Some practices were deemed essential and their absence was
detrimental for the adjunct, students, and institution. Administrator perceptions of benefit were
equal to, or higher than, adjunct ratings. Adjunct participant responses supported their need for
an onboarding process that promotes role clarity, self-efficacy, and social acceptance. Those who
experienced quality onboarding expressed feelings of satisfaction with their jobs and greater
allegiance to their programs than those with poor experiences. This study has implications for
nursing education because retention of engaged, satisfied adjuncts is a cost-effective way to
supplement the limited pool of full-time nursing faculty. Both adjuncts and administrators
identified benefits of the majority of practices, so nursing programs would be well-served by
offering a thorough and efficient onboarding process to adjunct faculty. This study also adds to
the limited literature that examines the impact that specific onboarding practices have on
organizational socialization of new employees.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 8

CHAPTER ONE: OVERVIEW OF THE STUDY

The delivery of health care in the United States has become a focus of national attention
over the last decade. As part of President Barack Obama’s vision of reform, the Affordable Care
Act has galvanized legislators, advocacy groups, industry leaders, and the public into a dialog
that remains contentious. Regardless of political agenda, a reality has been made clear through
this legislation; health care demands are increasing and the ranks of those qualified to provide
this care are inadequate (Wakefield, 2011). Shortages of health care workers, including
physicians, nurse practitioners, and nurses are predicted to undermine quality health care
delivery in the coming decade.
The Institute of Medicine’s 2011 report The Future of Nursing: Leading Change,
Advancing Health described nursing’s critical role in the provision of health care services,
highlighting the impact of the shortage of professional nurses. To safeguard the nation’s health,
fortifying and expanding the educational pipeline to prepare more nurse practitioners and
registered nurses must be a national priority. The report documented what nursing leaders have
known for years: the current and projected shortage of professional nurses has links to a lack of
qualified nursing faculty (American Association of Colleges of Nurses [AACN], 2014; Institute
of Medicine [IOM], 2011; National League for Nursing [NLN], 2012; Wakefield, 2010).
Therefore, identifying effective strategies for recruiting and retaining nursing faculty is central to
addressing the shortage of professional nurses.
For all organizations, recruitment and retention of employees impacts effectiveness.
Managing human capital (talent) to meet individual, organizational, and societal needs has been
a theoretical foundation of human resource management for 50 years (Becker, 1964; Eide &
Showalter, 2010; Schultz, 1961). Multiple economists and human resource professionals have
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 9

researched and expanded human capital management theories in an effort to understand the
complexities of recruiting and retaining quality workers (Blair, 2011; Boxall (2011); Byerly,
2012; Crook et al., 2011; Guest, 2011; Lepak, Takeuchi, & Swart, 2011; Zimmerman, Gavrilova-
Aquilar, Cullum, 2013). Talent management conceptual models facilitate analysis of the
processes that organizations use to socialize new hires into committed, satisfied employees
(Bauer & Erdogan, 2012; Ellis et al., 2015; Phillips & Roper, 2009). Organizational
socialization, according to Wanberg (2012) is “the process through which individuals acquire the
knowledge, skills, attitudes, and behaviors required to adapt to a new work role” (p. 17). In
nursing education, then, utilizing effective organizational socialization practices to engage new
faculty facilitates the development of satisfied, dedicated educators.
Nursing programs rely on full- and part-time faculty to meet their organizational missions
(Allison-Jones & Hirt, 2004; Candela, Gutierrez, & Keating, 2013; Caprio et al., 1999; Evans,
2013), similar to other disciplines in higher education (Lucas, 2006; Schuster & Finkelstein,
2006). Part-time faculty members play a pivotal role in clinical nursing education and their
employment is an important strategy for addressing the nursing faculty shortage (Allison-Jones
& Hirt, 2004; Candela et al., 2013; Caprio et al., 1999; Roberts, Crisman, & Flowers, 2013). The
aim of this study was to examine specific organizational socialization practices, known as
onboarding, which nursing programs use to engage newly hired clinical adjunct faculty
(“adjuncts”). Retaining clinical adjuncts helps address the national need to expand the
educational pipeline for professional nurses.
Background of the Problem
The ongoing nursing faculty shortage has been identified as a significant barrier to
graduating sufficient numbers of registered nurses to care for the growing U.S. population
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 10

(AACN, 2012; IOM, 2011; NLN, 2012; Wakefield, 2010). This places the shortage of nursing
faculty at the intersection of two complex, dynamic organizational systems: higher education and
health care. Like other market systems, the supply and demand of registered nurses and the
nursing faculty required to educate them is influenced by changing population demographics and
societal trends. In the coming decade, health care reform and the ‘graying of America’ will
exacerbate the shortage of professional nurses and the faculty required to educate them
(Buerhaus, P., Auerbach, D., & Staiger, D., 2009; Evans, 2013; IOM, 2010, p 208-212; Toosi,
2002, 2006; Wyte-Lake et al., 2013; Wakefield, 2010).
Health Care Reform and Nursing Demands
The Affordable Care Act (ACA) and the IOM report detail not just the need for more
registered nurses (RN) and advanced practice registered nurses (APRN) (see Definition of
Terms), but that these nurses must be capable of providing care in an increasingly complex
health care environment (IOM, 2011; Wakefield, 2010). The ACA and IOM report recommend
various strategies to help achieve this goal. A priority is fostering collaboration between nursing
schools and other organizations, such as government agencies, health care facilities, and health
care providers. This leads to the creation of quality educational experiences that reflect current
practice demands. Identifying factors that attract professional nurses to academic educator roles
and the variables that contribute to faculty job satisfaction, such as salaries and professional
development, is also necessary (IOM, 2011). The American Association of Colleges of Nursing
(2014) and the National League for Nursing (2012) have similar policy recommendations.
Population Demography Changes and Nursing Demands
Demographic changes are already impacting the health care delivery system and will
become more significant over time. By 2020 it is predicted that 28.7% of Americans will be over
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 11

age 55, due to the population boom from 1945-1964 and the lower birth rates that followed in
subsequent decades (Toosi, 2002, 2006). Separate from needs produced by the ACA, these
demographic changes will increase demands on the health care delivery system as Americans are
living longer and coping with more chronic illness than previous generations (Buerhaus et al.,
2009; Evans, J., 2013; Wyte-Lake et al., 2013). To meet the needs of this population, job growth
in health care is projected to be strong over the next decade.
The most striking demand in health care will be in registered nursing; it is estimated that
3.24 million RNs will be needed by 2022, a 19.4% increase over 2012 employment rate of 2.71
million (U.S. Bureau of Labor Statistics [BLS], 2012). But as the need for nurses expands, the
nursing workforce will follow similar aging trends as the general population. By 2020 it is
predicted Americans age 55 and older will make up almost one quarter of the workforce (Toosi,
2002, 2006). With the average age of registered nurses as almost 47 years, this means a
significant number of RNs will partially or fully retire in the next ten years (Buerhaus et al.,
2009; Evans, J., 2013; Toosi, 2002, 2006; Wyte-Lake et al., 2013).
Educating Nurses and Nursing Faculty Shortages
Higher education is tasked with educating the future nursing workforce. Combining
projected job growth with replacement needs from nurses leaving the profession, over 1 million
new RNs need to be educated by 2022 (BLS, 2012). Applications to nursing programs continue
to be strong throughout the US, even following the economic downturn that impacted overall
higher education enrollments (AACN, 2014; Buerhaus et al., 2009; NLN, 2012). However,
thousands of qualified students are turned away from nursing programs yearly, primarily due to
three factors: infrastructure deficits, limited clinical practicum sites, and lack of qualified nurse
educators (AACN, 2013, 2014; Buerhaus et al., 2009; Evans, J., 2013; NLN, 2012; Wyte-Lake et
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 12

al., 2013). Lack of infrastructure and clinical practicum sites are both obstacles for increasing
capacity for educating nurses, but recruiting and retaining faculty impacts the current and future
nursing educational systems (AACN, 2013; Buerhaus et al., 2009; Evans, J., 2013; NLN, 2012;
Wyte-Lake et al., 2013).
Numerous antecedents of the faculty shortage have been identified but non-competitive
salaries of faculty compared to clinical practice is the primary obstacle (AACN, 2013; Buerhaus
et al., 2009; Evans, J., 2013; NLN, 2012; Wyte-Lake et al., 2013). To document the extent of the
current nursing faculty shortage, the AACN surveyed 662 member colleges in 2012 (AACN,
2013). Nursing administrators reported vacancy rates of 7.6% for full time faculty and 6.8% for
part-time faculty. Together the schools had 1934 faculty vacancies. In the same survey, 15.6% of
administrators identified they had faculty needs that were not listed as official vacancies (AACN,
2013). Inadequate salaries create a barrier for recruiting and retaining practicing clinical nurses
in nurse educator roles.
Nursing Clinical Adjunct Faculty
Examination of higher education employment practices reveals a dramatic increase in
part-time faculty across all disciplines (Allison-Jones & Hirt, 2004; Caprio et al., 1999; Evans,
2013; Lucas, 2006; Roberts et al., 2013; Schuster & Finkelstein, 2006). While there is debate
about the impact of adjuncts on the collegial environment and student educational experience, in
professional degree programs part-time faculty do bring current, real-world practice into learning
environment. In nursing education most adjunct faculty have outside employment as RNs or
APRNs and bring their clinical expertise to teaching (Allison-Jones & Hirt, 2004; Caprio et al.,
1999; Evans, 2013; Lucas, 2006; Roberts et al., 2013; Schuster & Finkelstein, 2006). Utilizing
adjuncts is also cost effective for the institution as part-time instructors as they are generally paid
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 13

less do not receive most employee benefits, such as health insurance (Caprio et al., 1999; Evans,
2013; Lucas, 2006; Schuster & Finkelstein, 2006). Clinical nursing education is quite expensive
because students spend approximately 40% of their time in clinical practicum with a 10:1 or 8:1
student to faculty ratio (AACN, 2013; NCSBN, 2014).
The commitment of nursing programs to employ adjuncts fluctuates across the academic
year (Allison-Jones & Hirt, 2004; Caprio et al., 1999). Each semester nursing program
administrators seek to confirm current adjunct faculty intent to remain, while simultaneously
recruiting more part-time faculty to fill inevitable vacancies. Most adjuncts have primary
employment outside of nursing education, so their availability is limited by other work
requirements and other obligations. Once hired, clinical adjuncts spend nearly all of their
teaching in hospitals and other clinical facilities, away from the institution. This is unique
compared to most disciplines where adjuncts teach at the college, where support is readily
available (Allison-Jones & Hirt, 2004; Roberts et al., 2013).
Statement of the Problem
The shortage of RNs in the US is well-documented and is predicted to increase
dramatically over the next decade. An ongoing lack of full and part-time faculty to educate
nurses is a major contributing factor (AACN, 2012; IOM, 2010; NLN, 2012; Wakefield, 2010).
To recruit and retain RNs and APRNs for educator roles, colleges and universities should utilize
comprehensive human talent management practices like those identified by Phillips and Roper
(2009). Attention must be given to attracting and selecting professional nurses with the right
knowledge, skills, and attitudes for educator roles. After hiring, these new faculty must be
engaged and socialized in the organizational culture and their job responsibilities. Opportunities
for professional development and support need to be offered to further invest nurse educators in
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 14

their roles and commitment to the institution. Ultimately this should lead to increased faculty
retention rates.
Human talent management is different for full-time and part-time nursing faculty.
Methods of attracting and selecting both types of faculty can be managed through targeted
recruitment aimed at their particular demographics. However, promoting initial and ongoing
engagement of clinical adjuncts is more difficult than with full-time faculty. Adjuncts are
employed by the nursing program’s institution but teach students almost exclusively in hospitals
or other clinical facilities. They are isolated from organizational and faculty support (Allison-
Jones & Hirt, 2004; Caprio et al., 1999; Roberts et al., 2013). Bauer and Erdogan (2012) and
Ellis et al. (2015) conceptualized the importance of early engagement in the organizational
socialization process. In their framework, socialization tactics and onboarding practices are
under the control of institutions. Done well, they promote employee engagement leading to
increased satisfaction and retention.
Research supports the need to address all components of organizational socialization to
maximize human capital (Blair, 2011; Boxall (2011); Byerly, 2012; Crook et al., 2011; Guest,
2011; Lepak et al., 2011; Zimmerman et al., 2013). While much is known about organizational
tactics for socialization of employees, less is documented about the value of actual onboarding
practices used with new employees (Bauer & Erdogan, 2012; Klein & Polin, 2012). This is
concerning because positive onboarding experiences contribute to newcomer adjustment and
long-term job satisfaction (Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012). Due
to the uniqueness of the clinical adjunct educator role, these instructors are already at risk of poor
engagement at their institutions. Identifying successful onboarding practices used with clinical
adjunct faculty can lead to procedures that increase newcomer institutional engagement and
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 15

retention (Phillips & Roper, 2009). This improves organizational effectiveness and strengthens
the educational pipeline for registered nurses.
Purpose of the Study
Employing adjunct faculty for teaching clinical practicum is a standard practice in
nursing education and increasing their numbers is one strategy to address the faculty shortage
(Candela et al, 2013; Caprio et al., 1999; Evans, 2013; Wyte-Lake et al., 2013). Successful
engagement of clinical adjuncts should be attainable with well-designed and responsive
organizational socialization. Ellis, Bauer, and Erdogan’s (2015) framework identifies
organizational efforts, including orientation and onboarding, as primary inputs by organizations
to promote employee adjustment and socialization. Clinical adjuncts present particular
challenges since they are part-time employees in academia and spend nearly all of their time
teaching students at clinical facilities, isolated from other educators and institutional support. The
purpose of this study was to examine onboarding practices used by collegiate nursing programs
to facilitate socialization new adjunct clinical instructors.
The research questions for this study were:
1. Which onboarding practices identified in the literature did adjunct clinical nursing
faculty experience and what is their perceived benefit of these practices?
2. Are the perceived benefits of onboarding practices reported by adjunct clinical
nursing faculty congruent with those reported by nursing program administrators?
3. How do onboarding practices influence adjustment to the adjunct clinical nursing
faculty role?

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 16

Significance of the Study
Nursing and government organizations have identified that the lack of qualified faculty
contributes to the ongoing registered nursing shortage (AACN, 2014; IOM, 2010; NLN, 2012;
Wakefield, 2010). Identifying effective onboarding practices for clinical adjunct nursing faculty
has the potential to boost retention rates of quality educators. Adjunct contributions ease full-
time faculty shortages, promote collegial relationships in nursing programs, and improve
program effectiveness. Administratively, the retention of employees decreases turnover costs,
utilizing fewer financial and human resources (Bauer & Erdogan, 2012; Ellis et al., 2015; Klein
& Polin, 2012; Phillips & Roper, 2009). This positive impact is felt by both the educational
institution and the clinical facilities. Nursing students receive higher quality educations provided
by experienced faculty. Patients benefit from care given by students and experienced, satisfied
instructors who are acclimated to their clinical teaching roles. Ultimately society is served
through the education of increased numbers of registered nurses to provide care for a growing
population.
Limitations and Delimitations
The following limitations apply to this study:
1. Participant temperaments and experiences may alter needs and perceptions about the
benefits of onboarding practices. For instance, the perceptions of role clarity and self-
efficacy in adjuncts with previous teaching experience may be different than those of
novice educators.
2. Memories of onboarding may fade or change over time. A two-year time frame for
recruitment was used to obtain the sample but cannot fully compensate for this
limitation.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 17

3. Participants may alter responses based upon perceived consequences of disclosure of
information. As they are still employed by the institution, they may be hesitant to reveal
criticisms of the onboarding process.
4. Adjunct recollections were triangulated with administrator feedback about onboarding
practices. Institutional changes, both in personal and politics, may be different over
semesters of adjunct hiring.
5. The measurement tool, although it represents best and common onboarding practices,
may not reflect elements that are beneficial to the unique population of clinical adjunct
faculty.
The following delimitations apply to this study:
1. A small, non-random, criterion-based sample limits transferability. The study gathered
data from three administrators and eight clinical adjuncts in one urban setting.
2. Researcher bias and preconceived notions about the onboarding process may alter data
collection or analysis.
Definition of Terms
The following is a key to operational definitions used in this paper:
Adjunct Faculty – Faculty, lecturers, or instructors who hold part-time positions with an
institution and do not qualify for benefits. They are increasingly being utilized in higher
education due to changes in structure and financing (Hansmann, 2012). Adjunct faculty often
teach in nursing, medicine, and business, bringing practice-based expertise to academia. In
nursing education, adjunct instructors generally work full-time or part-time in hospitals or other
clinical settings (Evans, 2013).
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 18

Advanced Practice Registered Nurse (APRN) – A registered nurse with graduate level
education (master’s or doctorate) and certified/licensed as a nurse practitioner, clinical nurse
specialist, certified nurse midwife, or certified nurse anesthetist. The scope of practice allows for
advanced levels of assessment, diagnosis, intervention, and depending on state laws, autonomous
practice (AACN, 2014).
Affordable Care Act (ACA) – The federal statute enacted in 2010 to provide affordable
and universal access to health insurance in the United States. A combination of subsidies,
mandates, and insurance exchanges were designed to bring insurance to all Americans
(Wakefield, 2010).
American Association of Colleges of Nurses (AACN) – The national organization that
promotes professional nursing practice in the United States and sets accreditation standards for
bachelor’s, master’s, and doctoral nursing programs (AACN, 2014).
Clinical Facilities – The hospitals, clinics, and other health care organizations that
collaborate with nursing education programs to provide practice-based settings for nursing
practicum.
Course Coordinator – An experienced full-time nursing faculty member who oversees a
clinical course. With input from faculty, coordinators design course outcomes and content. They
orient clinical instructors to the course and job responsibilities. In nursing program they are
generally between the instructor and department chair in the chain of command.
Institute of Medicine (IOM) – A non-governmental organization and part of the United
States National Academies. It provides guidance for national health policy and care provision
using a peer-reviewed and evidence-based practice model (IOM, 2014).
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 19

National League for Nursing (NLN) – The original national organization that promoted
nursing education and accreditation of all types of nursing programs in the United States (NLN,
2012). Most university-based nursing programs have switched to AACN standards although
NLN continues to represent and advocate for all nursing education (AACN, 2014).
Onboarding – The strategies and practices organizations use to provide new employees
the knowledge, skills, and attitudes to successfully perform their jobs. Onboarding practices
facilitate organizational socialization and have been tied to long-term employee satisfaction and
commitment (Bauer & Erdogan, 2012; Klein & Polin, 2012).
Organizational Socialization – The processes and policies organizations utilize to
integrate new employees into the culture of the workplace. It includes hiring individuals with
good fit with their roles and organization mission. The foundation of organizational socialization
is a combination of onboarding strategies and practices offered to new hires, as well as the level
of proactivity of these newcomers (Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin,
2012; Wanberg, 2012).
Registered Nurse – A state licensed nurse who has passed the national board exam
NCLEX-RN. The RN may have an associate’s degree, nursing program diploma, or bachelor’s
degree (NCSBN, 2014). A professional nurse refers to a registered nurse with at least a
bachelor’s degree, the minimum recommended for professional practice by the AACN (AACN,
2014).
Organization of the Study
This study identified onboarding practices that nursing programs use to engage and
socialize clinical adjunct faculty. The first chapter provided the background of the health care
needs of the United States, described the shortage of registered nurses, and the growing need for
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 20

qualified nursing faculty. It included the problem statement, purpose, and research questions.
The significance of the study, definition of terms, along with the limitations and delimitations
were identified.
Chapter two reviews the pertinent literature for the study. Human capital theory is
analyzed and one model, human talent management, is applied to the nursing faculty pipeline.
This includes the process of attracting, selecting, engaging, developing, and retaining faculty.
Engagement and onboarding literature is analyzed in relation to nursing clinical adjunct faculty
and key indicators of newcomer adjustment are discussed. These include the proximal outcomes
of role clarity, self-efficacy, and acceptance by insiders and their connection with distal
outcomes of employee commitment and retention.
Chapter three reviews the methodology used in the study. The qualitative research design
choice is explained. The process of identifying the sample is reviewed. The measurement tools
using the Inform-Welcome-Guide framework are described for adjuncts and nursing program
administrators. The interview protocol for use with adjuncts is presented. The full data collection
process is explained as well as procedures for data analysis.
Chapter four reveals the results of the research study. The sample of nursing adjuncts and
administrators is described. Data is presented gathered from the Inform-Welcome-Guide (IWG)
Onboarding Practices Survey tool used with adjuncts followed by a semi-structured interview,
and the IWG survey data from the nursing program administrators. Collected data from adjuncts
was categorized by onboarding practice and the benefit assigned to each of them, whether
participants experienced them or not. Similar data was obtained from an administrator and these
results were compared to adjunct responses for congruence. Adjunct responses were also coded
and analyzed for alignment with proximal outcomes of organizational socialization.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 21

Chapter five is the discussion of the research results. Implications of onboarding practices
used with clinical adjuncts to promote organizational socialization are discussed.
Recommendations are given for future research to further understand the needs of adjunct
clinical faculty.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 22

CHAPTER TWO: LITERATURE REVIEW
Over the past decades researchers have studied the relationship between organizational
success and employee retention (Bauer & Erdogan, 2012; Eide & Showalter, 2010; Ellis et al.,
2015; Klein & Polin, 2012). Various models and theories exist that explain this relationship and
how organizations increase employee commitment and productivity. In higher education, the
product of organizational success is graduating competent students. This study sought to identify
practices collegiate nursing programs used to facilitate clinical adjunct faculty engagement
through onboarding. The literature review consists of three sections. The first describes the
origins and use of human capital theory and human management theory. Second, human
management theory is applied to the educational pipeline for nursing faculty. Finally,
engagement and onboarding of clinical adjunct faculty in nursing education is analyzed.
Human Capital Theory
The positive outcomes from investment in people is not a new concept, although formal
theories of developing human capital as a common good date back approximately 60 years
(Becker, 1964; Eide & Showalter, 2010; Schultz, 1961). The modern usage of human capital
took root in the economic growth and societal changes that followed World War II. Economists
like Schultz (1961) and Becker (1964) believed that in this ‘new’ economy based on the
knowledge, skills, and attitudes (KSA) gained through education, training, and socialization,
individuals could improve their quality of existence. They asserted that investing in people, as a
form of human capital, could be an equalizer for societal inequities that generated from
possession of traditional forms of capital. Ultimately, the success of these individuals would
impact not only their own lives, but have far-reaching effects on society as a whole (Becker,
1964; Eide & Showalter, 2010; Schultz, 1961).
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 23

Examining economic benefits to an organization from investment in their own workers is
also a focus of human capital theory (Becker, 1964; Blair, 2011; Byerly, 2012; Crook et al.,
2011; Guest, 2011; Schultz, 1961; Zimmerman, Gavrilova-Aquilar, & Cullum, 2013). Lepak,
Takeuchi, and Swart (2011) provide evidence that the KSA possessed by employees contribute
to organizational success at varying levels. Boxall (2011) concurs, adding that the configuration
of human capital, how managers allocate resources and recognize potential talent worth investing
in, is critical. Byerly (2012) calculated the financial costs to an organization through turnover.
Noting that turnover is not always bad, losing productive employees brings real costs related to
exiting and rehiring that interfere with organization missions and financial bottom lines (Byerly,
2012). Zimmerman et al. (2013) examined how contingent workers are increasing in the
workplace and asserts that greater attention should be focused on their development to maximize
their contribution to organizations.
Although these studies assert that human capital investment brings financial rewards to
organizations, empirical evidence supporting this theory has been inconsistent (Blair, 2011;
Crook et al., 2011; Guest, 2011; Zimmerman et al., 2013). One variable Blair (2011) describes is
how the tenure of employees may defy the theory of investment bringing financial rewards; long-
time employees are paid more but may not be any more productive than newer workers. Or when
market demand for workers is great, even employees who benefited from high organization
investment may leave for other job opportunities (Blair, 2011; Boxall, 2011; Lepak et al., 2011).
Guest (2011) acknowledges human resource management research has evolved dramatically over
the last 30 years. Studies done at different stages of theory development may not accurately
capture the same concept of human capital.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 24

A meta-analysis by Crook et al. (2011) produced various interpretations of inconsistent
findings in the research. Reviewing 66 studies published since 1993, the authors found that
development of human capital did indeed bring benefits to organizations, but there were
numerous variables that clouded the picture (Crook et al., 2011). A clear and ever-present risk
for investment in employee training or education was turnover; the employee took their
knowledge or skills elsewhere before benefits to the organization were realized. The likelihood
of losing employees is strongly influence by market demand which is beyond the influence of the
organization (Blair, 2011; Boxall, 2011; Byerly, 2012; Guest, 2011; Lepak et al, 2011;
Zimmerman et al., 2013). Organizations can, however, create healthy workplace environments
that increase employee commitment and decrease turnover (Phillips & Roper, 2009).
What Crook et al. (2011) found evident was the most valuable return on investment for
organizations was in firm-specific knowledge acquisition and development. This benefited the
organization with the actual increased contributions by the worker, but also firm-specific
knowledge was not easily transferrable so employees were less likely to leave, decreasing
turnover (Crook et al., 2011). Lepak et al. (2011) noted that while there may be benefits to the
organization by promoting knowledge refinement of employees, innovation generally springs
from thinking in new and different ways. In other words, workplaces that have a narrow
production or outcome focus produce employees who may be unable to apply knowledge in
novel ways. This can create work environments that stifle creativity and lead to employee
dissatisfaction.
Human capital theory is the origin of numerous models for managing employees,
sometimes referred to as human capital or talent management (Crook et al., 2011). Phillips and
Roper (2009) proposed a comprehensive model that depicts the interrelationship of five elements
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 25

of human talent management (HTM): attracting, selecting, engaging, developing, and retaining
employees (Figure 1). Central to the model is that organizations must clearly articulate
organizational values and professional competencies needed by its employees. Alignment of
employee and organizational values and job competencies becomes the foundation for effective
human capital management (Bauer & Erdogan, 2012; Phillips & Roper, 2009). This congruence
is identified as person-organization (PO) fit and, as an antecedent of entry into a workplace, it
results in positive newcomer adjustment. PO fit is also an outcome measure tied strongly to long-
term organizational commitment (Bauer & Erdogan, 2012; van Vianen & De Pater, 2012).

Linking the five elements to organizational values and competencies is formal and
informal learning by employees (Phillips & Roper, 2009). Life-long learning, a catch-phrase of
21
st
century educational jargon, is integral to HTM and must be offered by the organization and
embraced by the employee. The HTM elements are connected to each other by organizational
Figure 1: Attracting, Selecting, Engaging, Developing, and Retaining Employees
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 26

strategic planning and the successful implementation of those plans. Evaluating the effectiveness
of the plan must occur to determine if goals of the element were met. As a whole, the model
represents the goals of organizational socialization: recruiting and retaining productive, satisfied,
talented people to advance the organizational mission (Bauer & Erdogan, 2012; Phillips &
Roper, 2009; van Vianen & De Pater, 2012).
Human Talent Management and the Nursing Faculty Pipeline
Human capital management theory supports that investment in employees brings benefits
to organizations (Blair, 2011; Boxall, 2011; Byerly, 2012; Crook et al., 2011; Guest, 2011;
Lepak et al., 2011; Zimmerman et al., 2013). However, market forces can lure employees to new
jobs regardless of the efforts organizations use to engage and develop their workers. In education
this means the supply and demand of educators, including nursing faculty, is influenced by
demographic, social, and economic factors (Dolton, 2010; Santibanez, 2010). These variables
have given rise to a decade-long shortage of qualified nursing faculty that is predicted to worsen
dramatically in the future (AACN, 2014b; IOM, 2011; NLN, 2012).
Phillips and Roper’s HTM model applies to higher education and the nursing faculty
pipeline, where investment in human capital can produce effective educators who are committed
to organizational and student success (Hansmann, 2012; Lucas, 2006; Royal, 2011; Schuster &
Finkelstein, 2006). Utilizing strategies embedded in the HTM model for attracting, selecting,
engaging, developing, and recruiting nurse educators can help address the shortage of both
faculty and registered nurses.
Attraction of Nursing Faculty
Finding the right people for the job is a primary human resource management goal
(Bauer & Erdogan, 2012; Phillips & Roper, 2009). Recruitment of faculty, like other
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 27

professionals, is often achieved using common practices such as job postings on newspaper or
professional organization websites, or networking between professionals. In practice-based
disciplines like nursing it is common for current faculty to recruit new faculty while working
together as RNs or APRNs in clinical positions outside academia (Candela et al., 2013; Evans,
2013; Wyte-Lake et al., 2013). Many faculty practice part-time clinically in hospitals or clinics,
separate from their academic positions, to maintain certification, licensure, or simply for
financial reasons. This informal recruitment process is actually critical to nursing education
(Evans, 2013; Wyte-Lake et al., 2013). Approaching graduate students and encouraging them to
pursue a career in education is another recruitment strategy (Evans, 2013; Schuster &
Finkelstein, 2006; Wyte-Lake et al., 2013).
Once made aware of teaching opportunities, what actually attracts RNs and APRNs to
teaching roles? Motivations for behavior are complex and understanding how incentives
influence choices is an important factor in human resource management (Santibanez, 2010).
Salary and benefits, person-organizational fit, quality of leadership, and other non-monetary
factors influence job choice and retention (Bauer & Erdogan, 2012; Ellis et al, 2015; Klein &
Polin, 2012). Evans (2013) performed a national survey of nursing faculty to identify their
motivations and perceptions of current and future nursing education. The two primary motivators
were altruistic; having a role in influencing the nursing profession and development of future
nurses (Evans, 2013). Flexibility and control of working hours is also highly valued, as nurses
and APRNs in hospital or clinical settings often work evenings, weekends, and holidays.
Because nursing faculty salaries are much lower than in clinical practice, it was fortuitous that
financial reimbursement was not a primary motivator for current faculty (Evans, 2013). These
same respondents, however, believed that inadequate compensation was the biggest threat to
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 28

recruiting nursing educators (Evans, 2013). Buerhaus et al. (2009), Candela et al. (2013) and
Wyte-Lake et al. (2013) found similar results.
Evans (2013) found that younger faculty had more concerns about their salaries and their
own careers in academia. Although they identified primary altruistic motivations, they were
more pragmatic about trading financial stability for ideals. While workplace culture, leadership,
and other non-tangible rewards help employees rationalize working for lower salaries,
employment in higher education, in general, has become a much less attractive option
(Hansmann, 2012; Lucas, 2006; Schuster & Finkelstein, 2006). In the last 30 years the
percentage of part-time faculty has increased significantly, with fewer opportunities to obtain a
full-time position, and beyond that, tenure (Hansmann, 2012; Lucas, 2006; Schuster &
Finkelstein, 2006). There is diminished appeal for individuals to trade secure, well-paying
practice-based jobs in nursing for a career in academia (Buerhaus et al., 2009; Evans, J., 2013;
Royal, 2011; Wakefield, 2010; Wyte-Lake et al., 2013).
Selection of Nursing Faculty
The selection process for faculty varies across and within institutions (Schuster &
Finkelstein, 2006). RNs and APRNs recruited into educator roles are similar to other faculty in
higher education who may be content experts but have no experience in higher education (Lucas,
2006; Roberts et al., 2013; Schuster & Finkelstein, 2006). As a practice-based discipline, all
nursing faculty applicants must be state licensed and possess content expertise which is
evaluated based on years of clinical nursing experience and/or professional certification
(NCSBN, 2008). The requirement of undergraduate nursing education to produce nurse
generalists requires a heavy representation of faculty with experience in adult acute and post-
acute care settings (AACN, 2014b). Faculty with specialty nursing experience in pediatrics,
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 29

obstetrics, community, and mental health are also needed, but in fewer numbers. Nurses who are
affiliated with a clinical facility that partners with a nursing program have an advantage in the
selection process. Similar to vertical transfers within an organization, their knowledge speeds
onboarding at the clinical site, easing stress on the site and the new faculty member (Roberts et
al., 2013).
Background requirements in academia for nursing faculty vary based on the institution’s
research or teaching focus (NCSBN, 2008). The traditional educational requirement for the
professoriate is a terminal degree, often a PhD in the specialty area (Lucas, 2006; Schuster &
Finkelstein, 2006). Particularly in research institutions, a doctorate and vitae that includes
scholarly work is vital for professor rank (Lucas, 2006; Schuster & Finkelstein, 2006). The
hiring goal is to find content experts first; faculty must possess the knowledge and skills related
to their specialty areas. Pedagogical theory is a bonus, but it is common that new faculty have
had no teaching education or experience (Lucas, 2006; Schuster & Finkelstein, 2006).
Defying the standard terminal degree requirement for entry, in many non-research based
institutions an APRN with a master’s degree is given assistant professor rank with the same
benefits and recognitions (NCSBN, 2008). This is the result of two market forces: There has
been an ongoing, severe shortage of registered nurses with terminal degrees and a master’s
degree is the recognized educational requirement for advanced practice (NCSBN, 2008; Roberts
et al., 2013). Research supports that nurses with a master’s degree are as effective clinicians than
those with a doctoral degree (Newhouse et al., 2011). Not surprisingly, because nursing
education is practice based, faculty who are not performing registered nursing roles may not be
current in practice (Wyte-Lake et al., 2013).
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 30

The selection process for didactic and clinical nursing faculty in undergraduate education
has become increasingly contentious (AACN, 2014a; NCSBN, 2008). While there is debate
about the overall impact of adjuncts on education, in professional degree programs it is
consistently acknowledged that part-time instructors bring current, real-world practice into
learning environment (Lucas, 2006; Schuster & Finkelstein, 2006). In undergraduate nursing
education, approximately 40% of educational hours are spent in physically demanding clinical
settings (NCSBN, 2008). And while there are many full-time nursing faculty with master’s or
doctoral degrees who teach clinical sections, the rapidly aging nursing educator workforce is
becoming less able to handle the rigor of clinical education versus the classroom (Wyte-Lake et
al, 2013). This also contributes to a reliance on clinical adjuncts, who tend to be younger than
full-time faculty in undergraduate nursing education (NCSBN, 2008; Wyte-Lake et al., 2013).
Accreditation requirements have outlined a terminal degree or master’s degree as
desirable for clinical nursing faculty, however, utilizing bachelor’s prepared registered nurses
(BSN) with sufficient clinical practice in undergraduate nursing programs is the minimum
requirement (AACN, 2014a; NCSBN, 2008). More nursing programs are using this approach to
mitigate nursing faculty shortages, creating a new challenge to the debate regarding the value of
a master’s degree for clinical education (Newhouse et al, 2011; NCSBN, 2008). Advocates for
utilizing qualified BSN clinical adjuncts point out these instructors are clinical practice experts in
their area, oriented to hospital routines, and current in practice. Detractors see this as a threat to
the professionalism of nursing (AACN, 2014a; NCSBN, 2008). There is inconsistent data on the
effectiveness of BSN-prepared versus MSN-prepared clinical faculty (Wyte-Lake et al, 2013).

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 31

Engagement of Nursing Faculty
Engagement is a component of ongoing organizational socialization and ideally begins
during the recruitment process (Phillips & Roper, 2009). Responsibility for engagement belongs
to both the employer and employee; Opportunities for engagement must be created by the
employer but employees must take advantage of them (Bauer & Erdogan, 2012; Ellis et al.,
2015; Phillips & Roper, 2009). Engaged employees are easily identified by their creativeness,
willingness to take initiatives, and dedication to organizational mission. They positively impact
organizational success (Phillips and Roper, 2009; Wagner and Harter, 2006).
According to Phillips and Roper (2009), it is optimal if engaged employees are also
satisfied with their work. Satisfaction occurs when an employee is happy with the current pay,
working atmosphere, and benefits received. While satisfaction is a positive sentiment,
satisfaction without engagement can lead to decreased initiative, ambition, and professional
stagnation (Phillips and Roper, 2009). To engage new faculty in nursing education, programs
must have onboarding policies and procedures that promote rapid role adjustment.
Numerous studies reveal how difficult the transition to nursing education is for full-time
and part-time faculty (Candela et al., 2013; Evans, 2013; Roberts et al., 2013; Wyte-Lake et al.,
2013). Novice educators are of particular concern. They may have clinical expertise in nursing,
but without teaching experience, they have deficits related to their role clarity and perceived self-
efficacy as an educator. This can impact their teaching effectiveness, increase stress levels, and
decrease their retention (Candela et al., 2013; Evans, 2013; Roberts et al., 2013; Wyte-Lake et
al., 2013). Engagement of newly hired but experienced clinical faculty can be less challenging.
They require organizational socialization but their experience generally provides a strong
foundation of role clarity and self-efficacy. Engagement can be fostered through early activities
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 32

that help newcomers acclimate to the teaching role, such as working with a peer or mentor,
involvement in committee work, or team building exercises. These organizational tactics should
occur whether the faculty member is a novice or expert teacher (Allison-Jones et al., 2004;
Roberts et al., 2013). Engagement literature will be discussed more thoroughly later in the
literature review.
Development of Nursing Faculty
Engagement of employees is enhanced by opportunities for professional development.
Developing human capital through continuing investment in employees has been shown to
increase retention of effective employees (Bauer & Erdogan, 2012; Becker, 1964; Blair, 2011;
Bradt, 2012; Byerly, 2012; Crook et al., 2011; Guest, 2011; Zimmerman et al., 2013). Promoting
employee proactivity when opportunities for professional development or training are offered
brings benefits to the organization through increased general and firm specific knowledge and
skills (Bauer & Erdogan, 2012; Bradt, 2012; Crook et al., 2011). Support of leadership for the
advancement of employees, both financial and social, encourages committed employees to use
this knowledge to advance the organizational mission.
Ongoing opportunities for professional growth are beneficial for committed employees,
and organizations that provide professional development generally see returns on their
investments (Bauer & Erdogan, 2012; Bradt, 2012; Crook et al, 2011). Unfortunately, changes in
higher education have left institutions to do more with less (Hansmann, 2012; Lucas, 2006;
Schuster & Finkelstein, 2006). Lack of funding and support for professional development
prevents novice faculty from gaining the knowledge, skills, and attitudes needed by effective
educators (Hansmann, 2012). Experienced faculty may also miss opportunities to learn new
teaching and learning strategies. Ultimately, addressing the developmental needs of nurse
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 33

educators brings benefits to the faculty, students, and the university. With additional graduate
courses and teaching hours, nursing faculty can even become Certified Nurse Educators (CNE)
through examination, documenting their expertise (NLN, 2013).
Aside from pedagogical development, nursing faculty must have ongoing opportunities to
stay abreast of content changes in nursing science. As a practice-based discipline, nursing faculty
are RNs and APRNs responsible for maintaining clinical expertise, licensure, and certifications
(AACN, 2014a; NCSBN, 2008). Health care facilities generally offset costs for continuing
education or give paid time to nurses to complete practice requirements. If not adequately
supported by the nursing program, the unreimbursed expense and demands of time required to
maintain these requirements may push effective educators back into higher paid and better
supported clinical roles (Candela et al., 2013; Evans, 2013).
Retention of Nursing Faculty
Effective recruitment and development practices have been shown to increase retention
of effective employees (Bauer & Erdogan, 2012; Blair, 2011; Bradt, 2012; Byerly, 2012; Crook
et al., 2011; Guest, 2011; Klein & Polin, 2012; Zimmerman et al., 2013). The first four elements
of Phillip’s and Roper’s model all lead to the organizational goal of retention of quality
employees (2012). Losing valuable employees in which developmental effort was invested
becomes a loss of human capital to the company, resulting in high replacement costs (Byerly,
2012). According to Byerly (2012) and Bauer and Erdogan (2012) numerous workplace factors
such as monetary and non-monetary rewards, management leadership style, career advancement
opportunities, training and skills development, physical working conditions, and work-life
balance have an impact on employee retention. Retention is higher when person-organization
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 34

(PO) fit and person-job (PJ) fit are high and employees have opportunities for professional
growth (van Vianen & De Pater, 2012).
In education, teacher retention is a key indicator in evaluating student success and
educational system effectiveness. Evidence is clear that students of novice teachers do not have
the same quality experience as students with seasoned teachers (Allison-Jones & Hirt, 2004;
Headden, 2014). It takes time to become an effective educator, so losing teachers before they
attain proficiency has a negative impact on students and on novice educators who may leave the
profession. In nursing education, it is common for novice instructors to be content experts but
have little or no teaching experience or coursework (Lucas, 2006; Roberts et al., 2013; Schuster
& Finkelstein, 2006). Unlike other disciplines, nursing faculty spend much of their time working
with students in clinical settings. Mentoring and peer support during the work day is not
available. Performance evaluation and feedback is limited to site visits by supervising faculty
coordinators. Novice educators may provide substandard education to students and never
develop into effective clinical faculty.
According to national surveys, nursing programs are failing to provide the foundational
elements for nursing faculty retention (Candela et al., 2013; Evans, 2013). Interestingly, many
faculty remain in education in spite of these limitations. The cohort of predominantly older
nursing faculty is more willing to adapt, both financially and temperamentally, to the work
environment and clinical demands of teaching. Younger faculty are less willing to forgo salaries
and security offered in clinical practice, choosing different career paths (Candela et al., 2013;
Evans, 2013). Candela et al. (2013), Evans (2013), and Roberts et al. (2013) conclude that
retention is possible with modestly competitive salaries, combined with supportive leadership
that encourages development, collaboration, and a generally healthy work environment.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 35

Institutional failure to effectively execute any of the elements of HTM - attraction, selection,
engagement, or development of faculty - interferes with the mission of nursing programs to
educate competent, caring nurses.
Onboarding and Engagement of Nursing Clinical Adjunct Faculty
Effective organizational socialization requires policies and procedures that engage new
employees quickly and efficiently and keep them engaged over time (Bauer & Erdogan, 2012;
Ellis et al., 2015; Klein & Polin, 2012; Phillips & Roper, 2009). Ellis, Bauer, and Erdogan
(2015) have refined a model to conceptualize how the efforts of an organization contribute to the
socialization of new employees (Figure 2). Pre-entry antecedents align with HTM theory
elements of attraction and selection. Recruiting employees with the KSA that fit both the job
requirements and organizational culture is the foundation of organizational socialization success.

After hiring, organizational tactics directed at early engagement and onboarding together
with new employee personality and behaviors promote newcomer adjustment. While
organizations can use focused hiring policies in an attempt to hire proactive employees, the
Organizational Efforts
 Tactics
 Recruitment
 Orientation
 Organizational Insiders
Newcomer
Characteristics and
Behaviors
 Personality
 Self-Efficacy
 Proactive Behaviors
Adjustment
 Role Clarity
 Self-Efficacy
 Social Acceptance
 Knowledge of
 organizational culture
Distal Outcomes
 Job attitudes
 Performance
 Turnover
Figure 2. Antecedents and outcomes of organizational socialization
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 36

internal motivations of these newcomers are not within organizational influence. Therefore
socialization tactics and onboarding practices that are controlled by the organization can be
designed to meet the needs of newcomers.
Onboarding is more than orientation and includes all informal and formal activities that
an organization utilizes to facilitate the adjustment of new employees (Bauer & Erdogan, 2012;
Ellis et al., 2015; Klein & Polin, 2012). All organizations offer some type of onboarding of
varying quality and depth for newcomers even if it is not recognized as onboarding. Basics of
onboarding include orientation-focused activities such as reviewing benefits and job
responsibilities, orienting to the institution’s mission, goals, or structure, and orienting to the
physical surroundings (Bauer & Erdogan, 2012; Klein & Polin, 2012). Quality onboarding
provides all necessary information to new employees through open communication, explanation
of resources, and individualized training. Newcomers should feel welcomed at all levels of the
organization. Finally, initial and ongoing guidance must be offered through mentoring, a go-to
person, or a peer (Klein & Polin, 2012). This helps reduce uncertainty and anxiety that
accompanies a new role or job (Ellis et al., 2015; Klein & Polin, 2012).
Combined with newcomer proactivity, the proximal outcomes of onboarding and
socialization tactics include increased newcomer feelings of acceptance by coworkers, role
clarity, and self-efficacy (Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012). The
achievement of these proximal outcomes directly improves the newcomer’s adjustment to the
new role and work environment. Distal outcomes such as positive employee attitudes, better job
performance, and decreased turnover provide benefits needed by organizational effectiveness.
Job performance is greatly impacted by employee attitudes including level of satisfaction,
commitment to organizational outcomes, and engagement in collegial behavior (Bauer &
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 37

Erdogan, 2012; Bradt, 2012; Ellis et al., 2015; Klein & Polin, 2012). Productivity is a reflection
of job performance, a usual indicator of organizational effectiveness. Ultimately, decreased
turnover of quality employees brings numerous benefits to the organization including improved
workplace morale and lower costs (Bauer & Erdogan, 2012; Bradt, 2012; Ellis et al., 2015; Klein
& Polin, 2012).
Onboarding in higher education, including nursing programs, includes efforts by human
resources and the colleges, schools, or departments (Schuster & Finkelstein, 2006). Within
nursing programs, deans, associate deans, administrators and administrative support staff,
clinical facility directors, clinical coordinators, and faculty peers may all have a role in
onboarding and overall socialization of new faculty. Similar to any organization, the
responsibilities of those involved in onboarding must be delineated. Failing to do so may result
in new employees being given duplicate or conflicting information, or vital information may be
omitted (Bauer & Erdogan, 2012; Bradt, 2012; Klein & Polin, 2012). This creates stress and
interferes with acquisition of role clarity and self-efficacy of newcomers.
Complicating the process for clinical nursing adjuncts is that they spend nearly all of their
teaching time away from the institution, unlike part-time faculty in other disciplines. This means
they must be socialized to the clinical facility as well the college or university and teach isolated
from other nursing educators (Allison-Jones & Hirt, 2004; Roberts et al., 2013; Wyte-Lake et al.,
2013). At the clinical facilities, human resource personnel, nurse educators, unit mangers, and
staff nurses become directly involved in organizational socialization of clinical faculty. New
adjuncts, after onboarding with the nursing program, must repeat the process at the clinical
facility, including orientation to policies and physical plant, computer training, and hospital unit
procedures. Often clinical faculty are required to then orient their own students. This double-
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 38

onboarding is different than other disciplines in higher education and time consuming for faculty.
Facilitation and support from nursing program administrators is necessary to help faculty meet
these obligations, thus maintaining quality relationships with clinical facilities (Wyte-Lake et al.,
2013).
Non-competitive salaries for nursing faculty, compared to clinical practice, makes it even
more critical that these newcomers are engaged quickly in order to nurture their altruistic
motivations. This engagement can be achieved through quality onboarding and organizational
socialization (Bauer & Erdogan, 2012; Bradt, 2012; Ellis et al., 2015; Klein & Polin, 2012).
While research in this area is limited, Evans (2013) and others reveal nursing programs and
institutions are failing to provide the necessary processes for new clinical faculty to adjust to
their positions (Candela et al., 2013; Roberts et al., 2013; Wyte-Lake et al, 2013).
Ellis, Bauer, and Erdogan (2015) identify four adjustment indicators that facilitate
newcomer adjustment: role clarity, self-efficacy, social acceptance, and knowledge of
organizational culture. Many nurse educators report that they lacked role clarity as new
educators, either beginning at a new institution or in their first teaching position (Candela et al.,
2013; Evans, 2013, Roberts et al. 2013). Orientation to the institution was disjointed or
overwhelming and was performed by numerous people. They were unsure where to seek answers
to their questions. Clinical faculty experiences are influenced by the reception by the staff and
administration at the clinical facilities as well (Allison-Jones & Hirt, 2004; Candela et al., 2013;
Evans, 2013, Roberts et al., 2013). As supported by the organizational socialization literature
mentors and resource people are important for new employees, but new faculty reported they
were not assigned or not easily accessible (Candela et al., 2013; Roberts et al., 2013).
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 39

Many clinical adjuncts do not have teaching experience and lack self-efficacy as
educators for didactic or clinical teaching, causing anxiety and dissatisfaction (Candela et al.,
2013; Evans, 2013; Roberts et al., 2013). While experienced in the area of nursing to which they
are hired, new faculty often have little preparation for teaching. Acquiring understanding of
educational technology, online platforms or tools, and clinical evaluation systems was often trial
and error. Headden (2014) notes that inexperienced teachers hamper student success. In nursing
education, inexperienced educators may fail to provide the learning opportunities essential for
nursing practice and success on the NCLEX-RN.
Acceptance by insiders is the third part of newcomer adjustment (Bauer & Erdogan,
2012). This can particularly difficult in higher education where faculty work independently of
each other and often only together at monthly meetings (Lucas, 2006; Schuster & Finkelstein,
2006). Compounding this in nursing education, 40% of teaching time occurs outside the
institution in clinical settings, away from other faculty (NCSBN, 2008). Assigning a mentor,
peer, or a go-to person can facilitate a newcomer’s sense of belonging but with clinical faculty
this is often impractical. Many clinical faculty are not included in college meetings, professional
development, or other activities that promote a sense of belonging (Candela et al., 2013; Evans,
2013; Roberts et al., 2013).
The fourth adjustment indicator, knowledge of organizational culture, describes the
“transitioning from an outsider to an insider” (Ellis et al., 2015, p. 314). Logically newcomers
who understand the organizational history, goals, politics, language, and communication
structures adjust more quickly to new jobs. Candela et al. (2013) and Evans (2013) identify
difficulty understanding internal politics and establishing peer relationships as two problem areas
for new faculty. Without this, newcomers may fail to engage with colleagues or over-compensate
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 40

and unknowingly ruffle feathers. This leads to ongoing anxiety and disillusionment (Bauer &
Erdogan, 2012; Klein & Polin, 2012).
Summary
This chapter was a review of relevant literature related to organizational onboarding
practices and engagement of clinical adjunct faculty in nursing education. First, the evolution of
human capital theory was described. Research supported that investment in employees brought
benefits to organizations through increased commitment and productivity. Market demands
influence employee retention but organizational efforts to create a healthy work environment
help mitigate turnover. Phillips and Roper’s Human Talent Management (HTM) model with the
five elements of attracting, selecting, engaging, developing, and retaining employees was
presented. Their central link to organizational values and required competencies was explained.
Movement through each element is not random but is a process that includes planning,
implementation, and evaluation resulting in quality talent management.
The HTM model was applied to the workplace in general and to the pipeline of nurse
educators. Each element was explored using the literature to demonstrate results when it is
executed well and the consequences if it is not. The organizational goal of retaining committed,
productive, and effective employees is supported through HTM elements. Organizational efforts
should focus on attracting faculty applicants who have the right knowledge, skills, and attitudes
for nursing education. Applicants should be selected who can thrive in their clinical adjunct
position and college/facility work environments (person-job fit and person-organization fit). New
faculty must be engaged with their work, coworkers, and workplace to achieve proximal
outcomes of adjustment: role clarity, self-efficacy, and acceptance by insiders. Opportunities for
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 41

development should be offered and faculty proactivity supported by leadership. This achieves
the distal organizational outcomes of increased faculty productivity, satisfaction, and retention.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 42

CHAPTER THREE: METHODOLOGY
Established best and common practices provide a foundation for recognizing quality
onboarding, which has been shown to increase employee satisfaction and organizational
effectiveness (Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012). However, not
every practice is appropriate for all job classifications or organizations. The purpose of this study
was to examine onboarding practices used by collegiate nursing programs with new adjunct
clinical instructors. Clinical adjuncts who participated identified practices that were part of their
own onboarding experiences. They described perceived benefit of common or best practice
onboarding strategies, whether or not they occurred. Additionally, nursing program
administrators identified onboarding practices they believed were used with clinical adjuncts and
their perception of how beneficial the practices were for organizational adjustment.
According to HTM theory, quality onboarding is part of a strategy aimed at easing
newcomer adjustment, boosting engagement, and leading to increased retention rates. Ultimately
the retention of high-quality, engaged clinical adjuncts strengthens the educational pipeline for
registered nurses. This chapter describes selection of the sample and population, instrumentation
for data collection, data collection procedures, and the process for data analysis used in this
study.
The research questions for this study were:
1. Which onboarding practices identified in the literature did adjunct clinical nursing
faculty experience and what is the perceived benefit of these practices?
2. Are the perceived benefits of onboarding practices reported by adjunct clinical
nursing faculty congruent with those reported by nursing program administrators?
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 43

3. How do onboarding practices influence adjustment to the adjunct clinical nursing
faculty role?
Research Design
During study design, the research method chosen is the one best able to answer the
research question. Qualitative methods are used in social science research to understand how
people interpret life experiences, create world views, and derive meaning from experiences
(Creswell, 2014; Merriam, 2009). While quantitative data can establish the existence of a
phenomenon or experience, the descriptive nature of qualitative data supplies a richer, deeper
understanding. Participant interviews, observations, and document analysis are all methods of
data collection in qualitative research (Creswell, 2014; Merriam, 2009).
This qualitative study was designed to identify which onboarding practices adjunct
faculty identified as beneficial and whether these practices facilitated adjustment to the clinical
teaching role. By definition, onboarding is a set of practices used by organizations to engage
employees and facilitate their role adjustment (Bauer & Erdogan, 2012; Bradt, 2012; Klein &
Heuser, 2008; Klein & Polin, 2012). Theoretically, the existence of onboarding practices and
whether they are occurring is measurable and quantifiable; they occur or they do not. However,
the experience of onboarding is subjective and open for interpretation by the employer providing
it and the newcomer receiving it. To capture this data, an organizational onboarding survey of
best and common practices developed by Klein, Polin, and Sutton (2012) was adapted for both
the clinical adjuncts and program administrators. From the adjunct survey results, an interview
protocol was developed to provide participants the opportunity to elaborate on their responses.
Results from the administrator surveys were compared with adjunct responses regarding
onboarding practices offered to new clinical adjuncts as well as the perceived benefits of the
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 44

practices. Additionally, if a practice was seen as beneficial but not offered, administrators were
given the opportunity to explain why this was happening.
Sample and Population

When seeking to understand a selected population or phenomenon, purposeful criterion-
based sampling is an appropriate method of identifying subjects (Creswell, 2014; Merriam,
2009). This study aimed to identify the benefit of onboarding practices used with clinical adjunct
faculty in collegiate nursing programs. To increase homogeneity of the sample, the first criterion
was to include only universities with nursing programs that offered bachelor of nursing degrees.
Three universities were selected that were accredited by the Western Association of Schools and
Colleges (WASC) and their respective nursing programs accredited by the Commission on
Collegiate Nursing Education (CCNE).
Criterion-based sampling was involved in selecting adjunct faculty who only taught
clinical practicum. Adjuncts often teach classroom lectures and laboratories but these occur
within the institution where the environment is highly controlled and support is accessible for
newcomers. This is not the experience of clinical adjunct faculty. The second requirement was
employment by the institution for two years or less. The study was about the onboarding
experience, so choosing participants who were hired more recently increased the reliability of the
answers in two ways: accuracy of the participant memories and similarities in
protocols/personnel at each institution over time.
Nursing programs have a dedicated faculty member who coordinates the placement of
students and faculty at clinical facilities, including hospitals and community-based agencies. For
the study, this person either had first-hand knowledge of the onboarding process of clinical
adjuncts or identified an administrator who fulfilled this role. They completed the administrator
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 45

survey and solicited adjuncts to participate through email requests, instructing them to contact
the researcher directly via email or phone. Seven qualified participants were recruited this way.
The eighth subject was referred by an adjunct who had already participated in the study. If a
larger pool of clinical adjuncts was available, other limitations such as area of teaching, former
teaching experience, or educational level would have created a more homogenous sample.
Instrumentation
There were three instruments used in this study: An Inform-Welcome-Guide (IWG)
Onboarding Practices pre-interview survey for clinical adjuncts, an interview protocol for
adjuncts created from their IWG survey results, and a modified IWG Onboarding Practices
survey for program administrators. Basic demographic information was also gathered with the
survey, more completely with the adjuncts than administrators.
Inform-Welcome-Guide Framework
Based on the 2008 work of Klein and Heuser’s “typology of specific onboarding
practices,” Klein, Polin, and Sutton created a survey tool that captures best and common
onboarding practices used by organizations during the onboarding process (Klein & Polin, 2012,
p. 269). The Inform-Welcome-Guide Onboarding Activity Checklist (IWG) has been adapted for
use with employers and employees (Appendix A).
Ellis et al. (2015) state that quality onboarding is one component that leads to newcomer
role clarity, self-efficacy, and acceptance by insiders. These employee-centered proximal
outcomes are tied to distal outcomes that support organizational success, such as increased
employee productivity and commitment. The three categories of Inform-Welcome-Guide
represent a process by which these outcomes can be met. Role clarity and self-efficacy are
created by providing complete and necessary information to new employees. When information
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 46

is communicated poorly, incompletely, or improperly it causes anxiety, confusion, and prolongs
newcomer adjustment. Thoughtful and appropriate ways to welcome newcomers promotes
feelings of belonging and is closely tied to adjustment. The third category, guiding, is often
overlooked yet promotes all three proximal outcomes of adjustment. Newcomers need ongoing
support and assistance to increase confidence and competency in the roles. This guidance
contributes to behaviors the facilitate feelings acceptance in a new work environment (Bauer &
Erdogan, 2012).
The Inform category encompasses what is commonly considered orientation and the
organizational socialization goal of providing information is reduction of newcomer uncertainty.
It is the largest category and is further divided into three sub-categories of communication,
resources, and training. Communication of information is formal or informal and occurs during
group training sessions, one-on-one meetings, and casual conversations. Both the structure and
process for communication are important. Who speaks for the organization and answers a
newcomer’s questions? Is enough time set aside to meet the goals of information session? How
much information is given at one time? Information can be communicated over a few hours,
weeks, or months depending on the complexity and responsibilities of the job.
Another component of the Inform category is providing newcomers with the resources
necessary to perform their jobs and understand the organization. A new hire must know policies
and procedures at both organizational and job category level. Resources may be tangible or
procedural (Klein & Polin, 2012). In an increasingly web-based world, this means having access
and learning to navigate the organization’s intranet and internet pages to locate employee
resources. When employees are oriented to well designed and organized systems, acquiring
resources comes more easily to new hires. If done poorly, this can be time-consuming and
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 47

challenging. Newcomer proactivity, their willingness to accept responsibility and take advantage
of resources given to them, is paramount in this category. Although proactivity is an individual,
internal process, organizations can promote the seeking and utilization of resources by
employees. By providing support, constructive feedback, and introducing needed information
over time it prevents overwhelming new employees (Bauer & Erdogan, 2012; Ellis et al., 2015;
Klein & Polin, 2012).
The third sub-division of Inform is providing information via training or organizational
efforts to facilitate the newcomer’s acquisition of the knowledge and skills necessary to perform
the job. Training programs can be loosely structured, such as shadowing a peer for a few hours,
or highly structured and provided over a long period of time. On-the-job training or working
closely with a coworker is generally more helpful than watching videos or learning in isolation
(Klein & Polin, 2012). Overwhelming newcomers with too much new information can lead to
poor adjustment and anxiety. A proactive approach organizations can take to avoid poor
employee adjustment is ensuring person-job fit and appropriate background training at hiring.
Welcoming is the second category of IWG framework. It includes activities that allow
newcomers to meet and socialize with other employees, as well as efforts organizations make to
show newcomers that they are wanted, valued, and respected. These activities and efforts
promote feelings of belonging and job pride which are fundamental for newcomer adjustment.
Informal activities may include walking with the newcomer around the facility and making
introductions to co-workers. Formal, planned activities include welcome lunches or other events
specifically to recognize newcomers, or planned activities outside the workplace for general
employee socialization. Organizational structure and functioning have a profound effect on a
new employee’s feelings of value and respect. Smooth hiring procedures, receptiveness to
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 48

inquiries and concerns, and sincere efforts to problem solve convey the institution values the
needs of its employees. The individuals responsible for welcoming new hires have a very
important role in promoting organizational effectiveness. Many variables, related to both the
process and the person responsible for it, can lead to poor efforts at welcoming new employees.
Guiding is the third category of IWG that is linked to quality onboarding, employee
adjustment, and organizational socialization. Guiding involves the ongoing assistance of insiders
to communicate, provide resources, and supplement training of newcomers. Guiding can take
three forms and any one or combination may be used. A mentor can be appointed, someone who
has experience and willingness to contribute to the professional development of the newcomer. A
go-to person can be assigned who can answer questions and provide resources. Lastly, a peer or
buddy who is in the same position can demonstrate job-role modeling, explain unofficial
workplace norms, and introduce a newcomer to other coworkers. Current employees may
formally or informally perform these roles with new hires. Organizations can promote
socialization and adjustment of newcomers by identifying employees who are capable and
willing to perform these roles and not leaving it to chance.
Inform-Welcome-Guide Onboarding Practices Survey for Adjuncts and Administrators
With permission from the author, the IWG survey was adapted to match the language of
higher education and clinical nursing practice. For instance, senior leader was changed to dean,
manager to department chair, and fellow associate to faculty. Two versions of the IWG survey
were created, one for clinical adjunct faculty (Appendix B) and one for the nursing
administrators (Appendix C). They included 27 statements that present common and best-
practice organizational onboarding practices, inquired if the practice occurred formally,
informally, or not at all. If an element did occur, the participant identified when this happened in
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 49

the onboarding process. Both versions shared this format. They differed in solicitation regarding
the benefit of each element. For adjuncts, the questions regarding benefit were reserved for the
interview protocol. Administrators were asked in the survey about benefit because no follow up
would be done. If an administrator felt the practice would be beneficial but were not currently
offering it, the reason behind this was requested.
Both surveys were recreated as web-based surveys using a commercially available tool.
When a subject agreed to participate, the survey link was emailed to her or him. The version for
clinical adjunct faculty was used as a pre-interview survey. It gathered foundational data about
the onboarding experience, whether practices occurred, and if so when they occurred. The items
were worded as ‘I’ statements, such as, “I was invited to meet with the dean.” As noted,
participant identification of benefit of the elements was not included as this perception was the
central focus of the interview protocol.
The IWG survey version for administration included statements phrased from an
employer’s perspective. For instance, referencing the statement from the faculty survey used
previously, this survey item stated, “New clinical adjuncts are invited to meet with the dean.”
The experience of administrators was not the focus of this study. They were asked to comment
on the onboarding process in the previous two years and it was not directly related to the hiring
of any specific adjunct. This survey collected general onboarding data as identified by the
nursing administrator to explore congruence with adjunct faculty. It included all practices, the
time frame of occurrence, and the perceived benefit of each element. The perceived benefit of
each practice was queried whether or not it was offered to new adjunct faculty.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 50

Inform-Welcome-Guide Interview Protocol
There are limitations to highly structured interviews, including lack of customization to
the individual and missed opportunities for more depth. A benefit of structure is it allows for
more comparable data organization and analysis, decreases interviewer bias, and provides a
strong framework for novice researchers (Creswell, 2014; Maxwell, 2005: Merriam, 2009).
Semi-structured interviews take advantage of these benefits and greatly reduce limitations
through the use of open-ended questions. The interview protocol used for this study was semi-
structured with pre-determined open-ended questions tailored to the participant’s pre-interview
survey results. Allowing participants to use their own words to describe their onboarding
experience provided richer data than could have been gathered through the survey alone
(Creswell, 2014; Merriam, 2009).
The literature review identified a gap in onboarding practices research. Klein and Polin
(2012) acknowledge for many best practice elements there is benefit identified in practitioner
literature although no evidence exists to support those claims. There are also onboarding
practices that are common, and while not harmful, no evidence exists regarding benefit. The
IWG framework presents best practices and common practices, allowing participants to
determine how beneficial the element was or could have been.
After participant completion of the online IWG survey it was reviewed to generate the
interview protocol (Appendix D). Practices the participants reported as occurring from the
Inform, Welcome, and Guide categories were separated from those they believed did not happen.
Within the protocol, the survey statements were ordered, with those experienced asked first,
followed by those that did not occur. For each statement, participants were asked about any
perceived benefit of the practice.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 51

During the interview, for each practice that occurred, the corresponding statement was
read to the participant. For example, “You reported that you were invited to meet with the dean
the day you were hired.” The participant was then asked to rate the benefit on a 5 point Likert-
type scale (Appendix E). This led to the open-ended questions such as, “I’d like to know more
details about what actually happened and why you rated it as you did.” Prompts such as “Could
you tell me more about that?” or “Why was that helpful?” were included in the protocol as
follow up questions.
When all questions had been asked about practices that did occur, the second part of the
interview focused on eliciting responses about practices the faculty member identified did not
happen. For example, “You said you were not shown how to find things on the university
website. Using the scale I placed in front of you, how beneficial to you would you say this
activity would have been had it happened?” Queries followed regarding how the adjuncts
compensated for a missing onboarding practice that they perceived would have been beneficial
This continued until all practices that had not occurred were reviewed.
Data Collection
Data collection for the study included four parts: obtaining IRB approval through the
University of Southern California, distributing and analyzing the IWG surveys for adjunct
faculty and administrators, and interviews with adjuncts. The International Review Board (IRB)
process was initiated and received in June 2014. A standard participation information document
was created as part of this process for faculty (Appendix F) and administrators (Appendix G).
Due to the small risk to participants, a full informed consent was deemed unnecessary by the
IRB and a certified information sheet was utilized.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 52

Data collection efforts began by contacting the clinical facilities director at each nursing
program. This gateway contact identified the administrator who oversees onboarding of new
clinical adjunct faculty. For two universities this was the same person. An email was sent to each
administrator explaining the purpose of the study, the potential role of participants, and included
the participant information document. The clinical facilities director also identified clinical
adjuncts who had been employed two years or less. An invitation to participate email was sent to
clinical facilities directors to forward to these adjuncts. Similar to the email for administrators, it
explained the purpose of the study, information about the survey, and details regarding the
follow up interview. A participant information document was attached to the email. Employee
email addresses were not given directly to the researcher.
If a response from an administrator was not received in 14 days, a second inquiry email
was sent. If three adjunct faculty responses from each program were not received, a call was
made to the clinical facilities director who again sent the email to adjuncts. One program sent
emails four different times over five months to adjuncts. Once faculty or administrators agreed to
participate, the proper version of the IWG survey was emailed to participants. In the faculty
email was a reminder that an interview would be scheduled after completion of the survey.
When administrators returned their IWG survey they were sent an acknowledgement and
thank you email. When faculty surveys were received a return email was sent with suggested
dates and times for the interview. Together arrangements were made to meet in a mutually
agreed upon location. This included participant homes or private offices.
Interviews began with an introduction to the study and a review of the consent to
participate information form. Permission to audio tape the session was reaffirmed. Two recorders
were used to ensure no data loss. The interview protocol proceeded with questions related to
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 53

practices that had occurred first, followed by those that did not happen. The perceived benefit of
each onboarding practice was elicited from the participants whether or not it occurred. This
continued until all questions were covered. At the conclusion, participants were asked to share
any other information about the onboarding process that had not been covered. Each participant
was informed that the interview would be transcribed and offered the opportunity to review the
transcript.
Data Analysis
In qualitative research, data collection and analysis occur simultaneously, part of the
natural discovery process (Creswell, 2014; Merriam, 2009). Analysis of data as it is collected
may lead to new insights, adding depth to the research questions or stimulating the researcher to
pursue data from additional sources. Analysis of the data collected in this study was to answer
the three research questions:
1. Which onboarding practices identified in the literature did adjunct clinical nursing
faculty experience and what is the perceived benefit of these practices?
2. Are the perceived benefits of onboarding practices reported by adjunct clinical
nursing faculty congruent with those reported by nursing program administrators?
3. How do onboarding practices influence adjustment to the adjunct clinical nursing
faculty role?
The results from the Inform-Welcome-Guide Onboarding Practices surveys for adjuncts
were downloaded from the web-based platform throughout the data collection process as they
were completed. The questions were reorganized based on whether the participant had
experienced the practice. The new structure framed the interview protocol, with practices that
adjuncts experienced asked first, followed by those that were not experienced.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 54

Results elicited through the interviews were analyzed separately to answer research
questions one and three. For the first question, occurrence of the practice was documented first.
Then the benefit of each practice was categorized using a five-point Likert-type scale from not
beneficial to extremely beneficial. Participant responses were grouped into three categories for
analysis: most beneficial (extremely or very beneficial), less beneficial (moderately beneficial),
and little or no benefit (somewhat or not beneficial). This was highly structured and required no
coding or sorting of data beyond the expressed benefits from the participants.
In qualitative studies, the researcher traditionally analyzes data sources such as
participant responses for emergent codes and themes (Creswell, 2014; Merriam, 2009). This was
not the approach used to answer the third question. Instead of seeking emergent codes from the
data, codes were predetermined based on the literature that identifies three proximal outcomes of
organizational socialization strategies: role clarity, self-efficacy, and acceptance by insiders. Key
words and phrases from participant answers were aligned with the predetermined codes.
For question two, data derived from the administrator surveys was compared to results
from the adjunct survey to evaluate congruence of identified IWG practices. The administrator
surveys were designed to add depth and triangulation to the adjunct interview responses. They
provided opinions of influential stakeholders in nursing education at the three universities. The
nursing program administrators’ perceptions regarding the benefits of institutional onboarding
practices were relevant to adjunct responses. However, data regarding the occurrence of practices
could not be directly compared because the administer results did not reflect the actual
onboarding of any particular individual faculty who participated in the study.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 55

CHAPTER FOUR: RESULTS
Effective onboarding strategies increase engagement of new hires and as a key part of
organizational socialization lead to long term outcomes of increased employee satisfaction and
retention (Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012). This study was
designed to examine which Inform-Welcome-Guide (IWG) onboarding practices collegiate
nursing programs use with new adjunct clinical instructors. The benefits adjuncts perceived from
the IWG practices, whether they occurred or not, can be analyzed to improve onboarding
protocols. Exploring congruence between the perceptions of adjuncts and program administrators
provides insight into the onboarding process in nursing education. Determining if participant
description of benefits of onboarding practices is related to proximal outcomes of organizational
socialization adds to the limited research in this area.
Chapter four includes a description of the study participants and presents the data that
answer the following research questions:
1. Which onboarding practices identified in the literature did adjunct clinical nursing
faculty experience and what is the perceived benefit of these practices?
2. Are the perceived benefits of onboarding practices reported by adjunct clinical
nursing faculty congruent with those reported by nursing program administrators?
3. How do onboarding practices influence adjustment to the adjunct clinical nursing
faculty role?
Participants
Eight adjunct clinical instructors from three different collegiate nursing programs in a
major metropolitan area completed a pre-interview survey and participated in one to two hour
semi-structured interviews. All possessed a master’s degree in nursing; four were licensed as
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 56

APRNs and four as RNs. There were seven women and one man with age ranges 26-30 (1), 31-
35 (2), 41-45 (2), 46-50 (1), 51-55 (1) and 56-60 (1). Five identified race/ethnicity as White and
three as Filipino. Four instructors were in their first teaching position with 7-12 months of
experience. Four had less than two years in the current position but were experienced teachers,
three of them with six or more years in clinical nursing education.
During the interview process, participants who shared honestly about their very poor
experiences asked for reassurance about confidentiality of their responses. To protect their
anonymity, a decision was made to avoid presenting more detailed demographic information.
Data was purposefully not linked to specific adjuncts through use of pseudonyms or affiliation
with a university. The response of a participant in one section is not necessarily linked to one in
another section. Many adjunct responses reflected negatively upon their institutions, nursing
programs, or the administrators responsible for the onboarding of adjunct faculty. Therefore this
de-identification of demographic data also respected privacy of these individuals and
universities.
The three administrators, one from each university, completed the survey for the nursing
program. Two were in clinical director-type roles and had been in the position for longer than
two years. One was a department chair with less than a year in the role. Their results were not
specific to the onboarding of any specific adjunct in the study but reflected the perceived
practices of the nursing programs and universities. The department chair reported on practices
from the last year only, noting that changes had been made in the onboarding process from the
previous year.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 57

Research Question One
The first research question asked: Which onboarding practices identified in the literature
did adjunct clinical nursing faculty experience and what is the perceived benefit of these
practices? While the benefit of organizational socialization is well documented, little empirical
research exists regarding the benefit of specific onboarding practices (Klein & Polin, 2012).
Instead, organizations must rely predominantly on recommendations from practitioner literature
written by experienced human resource professionals. The onboarding practices in the study, as
outlined in the modified Inform-Welcome-Guide Onboarding Checklist, were examined in
relation to the needs of clinical adjunct faculty. Each part of the IWG Onboarding Checklist is
described in detail in the appropriate section.
Inform Practices
Inform is the largest of the three categories and generally where organizations place the
focus of onboarding efforts. The provision of resources and training to newcomers, as well as the
process of communicating this information, are included. Practices in the Inform category
should reduce uncertainty for new employees, facilitating role clarity and confidence in their
abilities (Klein & Polin, 2012). It is divided into three sub-categories: Communication,
Resources, and Training.
Inform-Communication Practices. The first subcategory is Inform-Communication
which includes formal and informal opportunities for one-way and two-way dialog during the
onboarding process (Klein & Polin, 2012). Questions here capture how individuals in authority
positions and those responsible directly for onboarding interact with new hires. Perceptions
about accessibility and commitment of the organization are communicated as well as the
conveyance of welcoming. Involvement of a representative from human resources to provide
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 58

information regarding contracts, salary, or other internal policies is also included. Organizational
socialization is influenced not only by the design of onboarding communication, but also the
abilities and traits of the individuals who are chosen to communicate with newcomers. The four
questions in this IWG sub-category were
1. I went to a question and answer session where new faculty were able to ask the dean
or other leaders questions.
2. I was invited to meet with the dean.
3. My department chair set aside a block of uninterrupted time to spend with me.
4. I met with a representative from human resources.
Contact with dean and department chair.
Only half of the participants (4/8) had the opportunity to meet the dean formally or
informally. One was invited to meet with the dean and had individual time set aside by the
department chair but she felt these meetings were related to an expanded role she agreed to take
in the nursing program and not something generally offered to adjuncts. She stated that the value
of both meetings was diminished because ‘you don’t know what you don’t know’ clarifying,
“(If) she (the department chair) had something to offer other than answering my questions it
would have been helpful.”
The other three adjuncts who met the dean did so during a group orientation. They rated
this as moderately to very beneficial but the value was not related to information shared. Rather,
the dean’s presence made them feel valued and connected to the nursing program. One faculty
stated the dean was present for only “10 minutes” at a day-long orientation but it still provided a
boost in “morale” and the opportunity to put names to faces. He stated, “If I saw her (the dean)
on campus, I’d be like, ‘Hi Dean, how are you doing?’” Another echoed this sharing, “If you
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 59

don’t know who that person (the dean) is then you can’t acknowledge that they’re engaged. If I
was on campus and I saw her, I’d be like, ‘Oh, that’s the dean. Yeah, she’s checking things out.’”
Discussing the value of meeting with department leadership, three of the adjuncts (3/8)
reported that they had no contact with the dean or department chair and because of this rated the
potential benefit of meeting these leaders from not beneficial to very beneficial. One adjunct was
effusive about her early relationship with the department chair but when she realized the person
in question was the course coordinator she admitted that she apparently did not who the
department chair was at the time. In contrast to the participants who met the dean, one of these
adjuncts stated she would not recognize the dean if she “passed her on the street.” All three
expressed that when leadership meets with new employees it conveys value and respect. Because
this did not happen they questioned whether the organization had its priorities right. One stated,
“I feel like if a new employee starts at a company, the head of the company should welcome the
new employee” and “The dean is my leadership.” Another adjunct referenced the “chain of
command” and that the dean and department chair are responsible for “overseeing an entire
program.” It was their responsibility to convey “what their expectations are for the school…”
Although not scheduled individualized time with the department chair, one adjunct met
the chair in a group orientation and the other with another new instructor. The latter felt it was
very beneficial, stating, “I felt she (the department chair) was most knowledgeable about the
department and she gave the information that I sought…” She lamented that more contact
beyond that one meeting did not happen but would have been beneficial. The other faculty
member experienced the opposite and rated it not beneficial. She perceived the department
chair’s approach working with students as negative and counterproductive, decreasing any
benefit of the group orientation. When queried about whether meeting individually with the
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 60

department chair would have been helpful, the adjunct replied, “Not at all…because she is the
one who said all that stuff.” This participant had a very positive experience with a course
coordinator who provided additional onboarding information.
Two adjuncts who met the dean but not the department chair during the group orientation
believed there would be moderate benefit just knowing who the chair was, but their needs were
fully met by the course coordinator. Similarly, the three who did not meet with either the dean or
department chair also received their onboarding almost exclusively with the course coordinator.
One shared, “(The course coordinator) gave me more information about my role…introduced me
to the sim(ulation) lab…introduced me to other faculty…showed me the (text) book… and the
curriculum.” Beyond providing information, the course coordinator supported the new hires. One
adjunct said, “…(the course coordinator) was very receptive to me. She did set aside of block of
time to meet with me and answer questions. She answered emails promptly. I was very pleased
with my interactions with her.” The third adjunct added that the course coordinator “…was
responsive…she was more willing to be involved at the beginning.” All felt the department chair
was instrumental to their feeling welcomed, one stating the coordinator communicated, “I’m here
for you. I’ll do anything you guys need me to do.”
Question and answer period. Having an opportunity to ask questions during orientation
is identified as a useful practice (Klein & Polin, 2012). In this study, the perception of what
constituted a question and answer session varied for the adjuncts, and this influenced their
identification of the benefit of this practice. Half of the participants experienced a comprehensive
onboarding session with various nursing department (dean, course coordinator, administration)
and university leaders present to answer questions. Although it was a long day, they received
valuable information as employees and educators. They judged the experience to be moderately
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 61

to very beneficial and referred back to this session when answering different questions through
the semi-structured interview. One stated, “It helped me with … where to go to if we needed
assistance on questions and with students, and also some of the school’s policies, their
administrative policies on the HR side also.”
Four of the eight believed the meetings with course coordinators or department chairs
served this purpose and were moderately to very beneficial, although limited in scope. One of the
four rated the experience as only slightly beneficial due to the negative tone set by the
department chair. Two of these participants felt that although the orientation by the course
coordinator was in-depth, it did not replace the need for a full employee orientation. Therefore
they lacked the necessary information about organizational functioning and came to understand
how little they were supported as part-time faculty, with one reflecting, “…it was more just the
logistics of how the business was run and I was thinking, ‘How do you run a college like this?”
All participants linked this practice with other IWG practices regarding training and welcoming
and are covered more in depth in those sections.
Meeting with a representative from human resources. The communication of university
policies, employment information, and contract details are expected outcomes after meeting with
a representative from human resources. All eight adjuncts reported they met with a university
employee who reviewed their contracts and conveyed basic employment information, rating this
practice as very to extremely beneficial for the onboarding experience. However, only half felt it
was done well by the institution. One stated she met with an actual representative from HR and
the other seven met with an administrative person from the nursing department.
Of the seven participants who met with a department representative, three felt the process
was uneventful. All their questions were answered and there was no need for a formal HR
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 62

meeting. One commented that as adjuncts without benefits the process was “not complicated.”
The other four who met only with a nursing department employee identified a serious disconnect
between HR and the nursing administration. They felt the system failed and left them in a black
hole with no resolution to serious problems, such as weeks or months of employment without
having a signed contract or paycheck. Poor communication between HR, the nursing department
administration, and adjuncts plagued the onboarding process. All four conveyed ongoing levels
of distrust in the university system, disbelief regarding the level of organizational dysfunction,
and some level of embarrassment about being associated with the program. One stated, “I just
never felt settled. To me it’s a step process. You get hired. You get your information. You find
out about the company you’re working for…You know that they expect you to do. Now go do
it.” Instead, she stated, “It felt like controlled chaos.”
Inform-Resource Practices. This sub-category of Inform explores how resources are
made available to new hires initially and in an ongoing manner. Even when an organization
provides resources, proactive behaviors of newcomers are necessary for materials to actually be
used (Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012). Effective organizations
increase employee proactivity through hiring practices and setting expectations in the workplace.
The near universal use of internet and intranet resources increases the need for organizations to
ease employee access to potentially complex systems. In nursing education, new adjunct faculty
must be given the specific policies, procedures, and job performance materials necessary to
function as both employees and educators. Particularly because their work is not at the
university, they also require ongoing web access to this information. The Inform-Resource
practices questions were
1. I was shown how to find things on the website the university has for its employees.
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2. I was given an initial plan that outlined opportunities for my development.
3. I was given a glossary of abbreviations and “buzzwords” used at the university.
4. I was directed to a section of the university website specifically designed for new
faculty.
5. I was given a list of names and contact information of important people within the
university.
Shown important information on website. All eight participants believed orientation to
the institution’s website, intranet, and LMS should be part of onboarding. Six rated this as
moderately to extremely beneficial for adjuncts, although three of them did not receive any
online training or orientation. Two of the eight rated being shown the website as only slightly
beneficial for different reasons. One initially did not see much benefit personally because of an
IT background, but when queried stated, “…maybe a 20- or 30-minutes session of how to use the
exchange email or the portal to find out more resources for faculty, then maybe that would’ve
been helpful.” The other participant had been given an orientation but felt it was poorly done,
without “hands-on” opportunities or ‘handouts.” As an experienced educator she stated, “…we
are so unforgiving of students when they don’t do things…yet when we are the ones…we make a
lot of excuses for ourselves.”
Four adjuncts (4/8) spent half or more of their first semester without access to the
institutional intranet, university email, or LMS. Complications processing contracts in HR
delayed IT issuance of employee logins. They had to enlist the course coordinator to post
required materials and obtain student contact information. One had received some orientation but
could not remember much of it by the time she had access. If the course coordinator set up the
LMS there was less for adjuncts to do, but that did not happen consistently. The lack of
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orientation caused stress and wasted time, increased feelings of disillusionment with the
organization, and created discomfort when students asked questions. One stated, “I’m not afraid
to say I don’t know something if I don’t know something…It wasn’t a matter of ego, but I just
would like to know as a professor that I can do the very basics that are required of me.” The
three adjuncts who did not receive any orientation were at least familiar with the LMS from
using it as students. One stated, “If I hadn’t known that (the LMS) I would have been completely
lost.”
When they sought help it was given from either the course coordinator or IT. One
attempted to use tutorials but found them unhelpful for someone without basic understanding of
the system. She sought out help from IT and found “…they are very, very helpful. Once you find
them, they are fantastic.” Another shared a similar experience stating, “I think it was hard to
piece it together because you weren’t actually doing it (during the orientation)...but then you go
off on your own and you get confused.” She also found a responsive IT department, sharing, “If
you email them you get a response within that day, usually within the next hour or so…”
Another stated that having had “even 30 minutes” of orientation would have made a difference.
Website for new employees. The accumulation of all resources onto one website was
judged to be moderately to extremely beneficial to all adjuncts, but none believed it existed at
their school. Two adjuncts were given a USB flash drive of resources which they found very
valuable, and one of them acknowledged the same materials on a website would be more
convenient. One participant pointed out that you “don’t know what you don’t know until you go
figure out what you don’t know.” She added, “I would have presumably gone to that section…to
find out what I don’t know, which is lots.” Another had a similar response, “As an employee,
you should know what’s expected because otherwise how do you do your job?” Another stated,
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 65

“It could have been beneficial because it could have answered all those question that were left
unknown at the beginning.” Because they taught in clinical sites on different days and shifts, to
have remote access to answers any time was seen as a real benefit. Some adjuncts were
responsible for teaching simulation lab and one stated that to have these resources online for
adjuncts would be “huge” and greatly increase teaching effectiveness.
A few offered suggestions about what could be available on such a site and these
included some of the options from the IWG checklist. Providing adjuncts with common
abbreviations used at the university or in the nursing department did not occur for any of the
participants and seven identified no real negative consequence because of it. Upon query, one
felt there could be benefit for easy access to building abbreviations on a campus map. Another
pointed out that most of the abbreviations she needed were defined in the syllabus, such as the
name of the clinical evaluation tool or weekly student clinical reflections. As nurses, they were
already familiar with health care terms and abbreviations. Only one viewed having a list of
acronyms and university language as very beneficial: a novice instructor. She was unfamiliar
with many university abbreviations and teaching related terms. She expressed discomfort asking
what words meant, “when you go to meetings, or sometimes just causal conversation, people will
use all of these acronyms. You’re like, ‘What are you talking about?’ It was not until the end of
the semester, I was like, ‘Oh, okay, now it makes sense.” The other seven all identified the
possibility of some educators needing this resource and there was no harm to include it in new
hire resources. One believed an FAQ section open for “anonymous” questions would help novice
faculty who did not want to appear inexperienced.
Initially participant responses regarding provision of contact information for important
people varied from not very to very beneficial. Upon further discussion they concurred it could
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 66

be very beneficial if done well. Half received this information from the school and others
discovered information on their own on the school website. Two that received resources on the
USB flash drive believed it conveyed a sense that the nursing program was trying to prepare
them with the tools they needed for success. Those who received it felt it saved time and effort
searching for information. Although most information could be found on the university website,
specific information like the chain of command or clinical contact information was not available
there. One stated, “I didn’t really know whose role was what and who was actually responsible
for what. That would have been nice (to know)” and that contacts should be part of a standard
welcome kit. One appreciated being given contacts for other faculty teaching the same clinical
course, even though she never used them. Knowing she could turn to them if needed was
reassuring.
The participants offered a variety of suggestions to improve the benefit of compiling and
distributing contact information. These included rosters that identified the responsibilities of
administrators and the specialty areas of faculty teaching, preferably with their photos included.
Some expressed that the chain of command should be part of these materials. One given this
information on a flash drive, while appreciated, would like it available online.
Professional development resources. Learning-oriented environments encourage
newcomers to be more proactive about accessing and utilizing resources. Organizations can
facilitate this through creating a workplace-ethic which provides professional development
opportunities. Newcomers should be shown how the acquisition of new KSA in nursing
education benefits them not just in their adjunct role but in their professional lives in general.
Two adjuncts who received a day-long orientation felt professional development
opportunities and resources began that day and found this to be very beneficial. On the flash
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drive they were provided with “…resources we have at the school as far as libraries and the
databases to search for articles.” One related the whole orientation itself felt like professional
development because he learned so much about nursing education, “It was alive. It was a good
day.” They were excited about the opportunities available to them as educators in the nursing
program and university. They understood ongoing learning was valued by the nursing program.
The six adjuncts that did not experience any professional development or felt
opportunities were offered said it would have been moderately to very beneficial had it occurred.
When asked about a professional development plan, one respondent replied, “I didn’t even know
anything existed. Does it exist? Still don’t know.” One adjunct reflected that experience working
as an RN with new graduates and with nursing students in the hospital had provided a foundation
of nursing education skills but not as a clinical adjunct responsible for eight students. Another,
reflecting on the lack of professional support, said, “…ultimately it’s not only a reflection on the
school…but it is a reflection on me as well.” One who had a particularly difficult onboarding
experience stated, “I would have laughed at it (being offered professional development)” because
the nursing program was so dysfunctional. She clarified, “If they were more stable, I would have
loved it.”
These participants tied ongoing learning of faculty to student success. One new adjunct
who was an experienced nursing educator stated, “While I deeply appreciated the autonomy and
the independence of being able to teach the way I want to teach…if there was just a bit more
guidance on how they (the nursing program) wanted it (clinical) taught…perhaps students would
be more successful.” Another spent her own money acquiring resources, “I actually bought a lot
of books… (to) update my knowledge base. I made models so students could practice skills. I
took the initiative to do these things for myself but also for my students.”
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While appreciative of the suggestion the college should outline development
opportunities, one participant with prior teaching experience believed educators were capable of
seeking out information if desired, “People in academia. I think they are so driven. You have to
know what you want.” In contrast, a less experienced instructor was very eager to learn more
about nursing education and felt the university was not helping her do so. She stated, “This is
where I want to retire, it would be nice to know, ‘Okay, this is your track to getting into a tenure
role.’” Instead, she found, “You just hear everything through the grapevine.”
Inform-Training Practices. Practices in this sub-category are planned and structured to
help newcomers acquire the knowledge and skills necessary to gain role clarity and self-efficacy.
These practices may be organization or role-specific and are often grouped concretely into
‘training programs.’ IWG Checklist statements for Inform-Training practices were
1. I was shown a new employee video.
2. Time was arranged for me to observe another clinical instructor for a period of time.
3. I received training at the clinical site from an experienced faculty.
4. I was given a tour of the nursing department and nearby areas of the university.
5. I attended an orientation program with other new faculty or employees.
6. I completed an on-line orientation program.
7. I attended a session in the simulation or other lab where experienced clinical faculty
demonstrated tasks or procedures necessary for clinical instructors.
Employee video. None of the adjuncts were shown a new employee video of any kind,
and consistent with research (Klein & Polin, 2012), they were skeptical of its benefit. One
replied, “…when you say ‘a new employee video’ my mind immediately flashed to just kind of
the BS rhetoric...’welcome to the university’ and I don’t need that.” However, she elaborated, if
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 69

the information was relevant to becoming “…a better adjunct faculty for the students, then, yeah,
for sure.”
When queried, others identified some benefits if the video was relevant and done well.
Numerous participants described the potential benefit of a video that could be watched at home
to complement or reinforce the orientation. Those not able to attend an orientation would have
access to material, “…a nice video explaining resources and where you go, yeah, why not?” One
expressed interest in viewing a video orientation to the university and nursing program because
she would understand her place in the organization better. All agreed that they would rather meet
face-to-face than watch a video or orient online, finding it more personal and offering
opportunities for questions.
In-person and online orientation programs. Formal orientation programs are often the
backbone of new employee training but empirical evidence has not identified optimal content,
timing, or structure (Klein & Polin, 2012). It is clear that the goal should be more than sharing
information about the company and job functions. An orientation provides the foundation for
organizational socialization and newcomer engagement. In-person orientation generally achieves
these goals more completely. When given the option, the adjuncts in this study favored an in-
person orientation over online, but saw the value of online as a back-up resource. Five adjuncts
attended an orientation and three were not offered one. Regardless, seven of the participants
believed orientation to be very beneficial (one moderately beneficial) for adjusting to the clinical
adjunct role.
Four participants had an all-day orientation with other new faculty. On what made it
beneficial one recalled, “They had different people come in from different units, different
professors, different chairs, different people just to get oh, that's who you are. That's who. They
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 70

spoke a little bit about the program.” Another said, “I know they talked a lot about shared
governance and these are the steps you follow, policies and procedures. When you come into any
new job, you're always looking for your benefits, if there are any benefits, so those kind of
things, just for job security, I think it was okay.” She identified “pros and cons” because, “…
when they started talking about shared governance and all that, that stuff just went over my head
because it’s a completely new system and I didn’t quite understand everyone's role just yet.” One
called the experience a “long day” but “a very good day” where college and university leaders
introduced themselves, policies and procedures were reviewed, in-depth information was given
regarding the clinical adjunct role, evaluations methods were explained, and course coordinators
conveyed specific course content and responsibilities.
One participant received a partial day orientation with other adjuncts but had her
teaching assignment changed from lecture to clinical between the orientation and the semester
start. She reflected, “… things changed so much from the time that I went to that orientation…
What I was interested in never came out, so then I didn’t really have the questions that I might
have wanted to ask.” Her personal experience with onboarding was not good but she knew the
orientation should have been “supportive” and “collaborative.”
Three adjuncts received informal orientations from the course coordinator and nursing
program administrative assistant. All found the lack of a formal orientation indicative of
university and nursing program dysfunction. On the benefit of a planned orientation, one stated,
I’d like to think that it’d be very beneficial because if I attended a new hiring seminar or
something perhaps the issues with HR might have been ironed out… Your get all your form
filled out and your papers and you sign things and it would have been nice to have something
like that scheduled and everybody had their packet ready for them kind of thing.” Another
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concurred, “At a new hire orientation, they could have handled everything... It would have put
everything together… If you were new they could have shown you around. You could have done
the tour. You could have done the HR. You could have answered all the questions. You could
have (reviewed) your expectations.” The third related the benefit of a well-done orientation that
she had attended at another organization, “I remember I had such a positive feeling just sitting in
that orientation because the leadership came to introduce themselves to the orientation class and
saying ... the speeches were just phenomenal.” But in her current position, “They don’t have a
list for new hires. Okay, badge, check; contract, check, this and this and this, they don’t go
through an orientation list.”
Tour of campus. Orientation to the physical environment is an important step for
decreasing newcomer uncertainty. It also provides new employees the opportunity to understand
divisions in labor and responsibility. In a healthy workplace with receptive workers, introducing
newcomers during a tour facilitates adjustment. A planned tour contributes to early
organizational socialization.
Six participants toured the nursing department and some were shown other parts of the
university, as well. They identified this as an informal tour by the course coordinator or
department chair and it was moderately to extremely beneficial. Areas of the campus shown
included the nursing office, labs, and other support areas like where to make copies or get
supplies. Consistent with the literature, some identified that being introduced to key employees
and faculty was an important part of the tour. One adjunct would have liked a more extensive
tour, including seeing the library and where clinical adjuncts could work on campus.
Two participants did not receive a tour, but personally did not find it problematic because
they knew the physical layout from being students at the university. The lack of a tour was
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identified as “another” example of the nursing program’s failure to show, as one put it,
“appreciation” and help make a new adjunct’s “…life easier as faculty.” Both acknowledged the
tour would be very beneficial for new hires that were also new to the university.
Demonstration/instruction in simulation lab or general nursing lab. Orientation of new
employees to their physical workspace and being trained in their job requirements is a necessary
organizational function. For clinical adjuncts, their actual place of work is at hospitals and other
clinical facilities where students are taught. However, some clinical preparation or testing occurs
on campus, either in traditional nursing labs or simulation labs. In traditional labs students
practice skills and procedures, under the supervision of an instructor, on mannequins or each
other. In simulation labs, high-fidelity programmable mannequins provide complex learning
experiences for students. Most nursing faculty can quickly acquire the teaching techniques
required in traditional labs because it mimics nursing practice but simulation requires additional
preparation and training.
The participants of the study did not all have the same responsibilities for lab-based
teaching. Seven had little simulation experience and viewed this training as very to extremely
beneficial if required to teach students in the simulation lab. Three did not teach in the lab but
would enjoy learning more about running scenarios in the simulation lab. Two accompanied their
students to the simulation lab but were not required to teach or supervise it. They both expressed
desire to be more involved but the current program design did not include this component for
clinical instructors.
The other three participants were required to teach simulation without any formal training
or preparation from the nursing program. One happened to be professionally experienced with
simulation and did not feel personally impacted by the lack of orientation or training. For the
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other two, although they were familiar with how simulation worked, they had never run
scenarios before with students. They felt responsible for ensuring the students had a good
experience. One of the two stated, “…I felt unprepared as an instructor…it poorly reflected on
me…” She was given written information beforehand but not given hands-on training and her
role was not clear. On the first day the lab supervisor was there and ran the first scenario while
she observed and then she ran the second. If that had not been the case she would have “just
muddled through.” The other adjunct received some written information and prepared for a
scenario only to find it had been changed when she arrived with her students. She had not
received the codes necessary for the scenario and had to teach without preparation. She felt the
change provided students with a lower quality experience because she had to react to the
scenario, like a student should, instead of guide students through it like an instructor. Better
communication would have prevented the situation. She supported standardized instruction and
scenarios so students were being taught in similar ways.
Shadowing of another clinical instructor or on-the-job training. The literature identifies
these categories as distinct. Shadowing occurs when a new employee follows a seasoned worker
performing the job the newcomer will assume. For most professional positions, this observation
is enough to start the newcomer on the right path. Other positions require hands-on learning
opportunities to learn certain tasks or to operate equipment. For clinical nursing instructors both
may be necessary.
Previous clinical nursing experience in the area of teaching is required so clinical
adjuncts are capable nurses, but they may have not taught students in a formal role. To be
successful they must be oriented to facility where they will be teaching. This includes everything
from learning the layout of the hospital and unit, the chain of command and how assignments are
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 74

made, how supplies are managed, and organizational policies and procedures. As instructors they
have to manage, supervise, and evaluate 8-10 students. They must assess student learning needs
and make assignments, provide for patient safety, and follow the nursing program’s policies and
procedures. Working at the hospital where they will teach or having previous teaching
experience provides an advantage when starting a new clinical adjunct position. In this study,
four of the participants had previous clinical teaching experience and four did not. Two novice
instructors worked as RNs and taught on the same unit. As anticipated previous experience
influenced training needs in their new positions and responses about personal benefit differed for
these IWG practices.
In the survey and interview participants blended shadowing and training together because
they felt they captured the same experience. The data revealed that whether they were
experienced educators or not, all believed that the opportunity to shadow a current instructor, or
receive training, was very to extremely important. One revealed what others also believed, that
the amount of preparation for the role should be left up to the adjunct, “I’m not big on required
things per se, but I’d like the opportunity to be available…”
Four participants reported they had no formal assistance from the university before they
started on the unit with the students. Three were new to nursing education but had different
perceptions of the lack of preparation. One worked as an RN on the unit where she would teach
and had observed clinical instructors working with students. She reflected, “Had I not
seen…faculty on the floor before…I definitely would have wanted to shadow.” She did feel it
was evidence of problems in the nursing program when instructors were not prepared properly
and could impact patient safety. A second novice educator worked on the unit she taught on so
had “relationships with the nurse manager and staff.” But she had no preparation for clinical
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 75

teaching, stating, “I think having to observe someone else do it (teach), it would have given me
ideas on how I could manage my day better.” The third novice instructor was out of her comfort
zone, “That (shadowing/training) would have helped just seeing how the whole process worked
and giving me a heads up because my first day at the hospital…I never, I had no clue. I’ve never
done anything like that.” She continued, “It would have been nice not to have that extra anxiety
on my part up front.”
The fourth adjunct who received no formal shadowing or training was an experienced
educator and found no need for shadowing a faculty member. She did want time to orient to the
new hospital units, but believed this was better done with a staff nurse than a nursing program
coordinator or faculty. She was confident in her nursing and teaching abilities and her focus was
on creating positive relationships, stating, “…it’s establishing relationships. I mean, even just
being on the floor, going to the computers, you can see how things work. You can see the staff,
how they worked together. You can tell the nurses that are going to be willing to work with the
students. You can make a whole bunch of assessments just by going on the unit.”
The other four instructors did have the opportunity to shadow or train with another
clinical educator before working with students and rated this as very to extremely beneficial.
Two had clinical teaching experience and two did not but all had individual perceptions of need.
One of the inexperienced adjuncts had the opportunity to shadow the instructor he was replacing.
He revealed, “She introduced me to the staff. I followed her for a four-hour segment of how her
process was to administer medication and how she interacted with the seven different students
she had on the floor…I got to see it, see how she did…preconference with her students…It was
very beneficial to me.”
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One of the experienced adjuncts knew enough to arrange her training with the course
coordinator. She explained, “I came to her first clinical, watched how she did it. I stayed half a
day and then I knew everything.” The other experienced educator highly valued the presence of
faculty who had taught at the hospital. She “wanted to make sure I knew exactly what I was
supposed to do and she (the experienced clinical faculty) was there to answer questions. It’s
really nice to get your feeling of the surroundings and the expectation (of you) is huge.”
Welcome Practices
Practices and policies that acknowledge and welcome newcomers facilitate relationship
building and promote emotional adjustment. While new hires need the knowledge and skills
necessary to perform their jobs, research is clear that those who feel accepted and valued by
coworkers and the company’s leadership are more satisfied and committed to the organization
(Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012). Which specific welcoming
practices are beneficial is less supported by data so this category of Inform-Welcome-Guide
queries newcomers about common practices identified in the practitioner literature.
Participants had mixed responses about how beneficial the Welcome practices were for
their onboarding experiences. None felt that whether these practices occurred influenced the
effort they put into their teaching or their dedication to their students. Some pointed this out very
clearly with one stating, “...I just love teaching the students. I don’t teach them less at all because
of this (being treated poorly by the university).” One was politely dismissive of the value of
these practices beyond the information they provided, like identifying leadership and receiving
teaching tips from other instructors. She acknowledged she had no desire to be part of the “toxic”
environment in the nursing program and “…it doesn’t feel like a healthy place for me at this
time…it (welcoming practices) wouldn’t have been beneficial for me but (would) for somebody
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 77

else who’s trying to establish a professional family here…” But when asked if she would like to
be involved if the university culture was different she answered, “Oh, for sure, yeah.”
Only two participants expressed feeling genuinely welcomed by the nursing program or
university. One acknowledged that the university goes “…out of their way to make people feel
valued and cared about there” and “…welcoming as far as the faculty, they’re cohesive. The
quality of their relationship with each other, they’re approachable and that they’re open to
suggestions.”
Some expressed discomfort acknowledging that seemingly inconsequential welcoming
practices mattered to them at all, with comments such as “…We don’t need a three-ring
circus…but just a phone call…would be nice” or “…it’s a common courtesy (at an orientation)
to have snacks or juice or even some ice water... (it’s) welcoming.” Some questioned the
necessity of some practices at the same time reflecting on potential benefits with statements such
as “I think it (meeting nursing program leadership) would be a good beginning but maybe it’s not
necessary” or “It (having social events) will be a nice thing but not necessary I guess.”
Welcome statements in the IWG Checklist were
1. I received a personalized welcome (phone call, email, letter) from the university
president, provost, or other university leader.
2. I received a personalized welcome (phone call, email, letter) from the dean or
department chair.
3. I was given a welcome kit or items with university/program logo on them.
4. I was invited to participate in activities to get to know other faculty members.
5. There was a gathering (meeting, welcome lunch) for me to meet other faculty and
employees.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 78

6. I was invited to participate in a social event to get to know other faculty.
7. My partner/family was invited to attend a social activity held outside of work.
8. When I was hired it was announced in an email, on the university website, or in a
university newsletter.
Personalized welcome from university or dean/department chair. Regarding specific
practices, receiving some type of personalized welcome from the university or nursing
department either in-person, via email, or letter was rated from not beneficial to very beneficial
by the participants. Four reported receiving a welcome letter from the university and five
(including those four) from the nursing program.
Of those who stated they received a welcome, one said it was during an informal phone
call as part of the interview process but that some follow-up to that would have been appreciated
after she had accepted the position. Others received a welcome letter in the mail when they were
hired or with their orientation materials. One stated he believed it reflected how the university
and nursing department fostered a “…relationship with their adjunct faculty…so they build that
family type of relationship…that the whole school can have.” He also reported that university
president, who he held in high regard, “…sent me a birthday card on my birthday. I was like,
‘Whoa!’ It was totally unexpected. I appreciated that.” Another valued the content of the letter
about the position and the welcoming was secondary. One received a call from the department
chair thanking her for taking the position and she appreciated that gesture but felt overall the call
was to convey information about the position, not to welcome her onboard.
Of those who did not receive a welcoming gesture from the university or nursing
program, one stated it would have conveyed to new hires that “…We are here for you. Please
contact us if you have anything you would like to say to us” and that establishing a relationship
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with leadership is “…beneficial for a good work environment…you welcome your people and
you work with your team and it’s going to be a better team.” One replied, “…just for that
psychological feeling that I belonged maybe…” further explaining “…everybody wants to feel
like they’re part of something.” When queried about how she compensated for not receiving any
welcome from the university or nursing department, she replied, “I don’t know. How do you
compensate for not being welcomed?”
Joining announced. None of the adjuncts knew if their hiring was announced to
employees, faculty, or students. As a welcoming practice, it was identified from no benefit to
moderately beneficial. One adjunct who felt it was not beneficial for her acknowledged that an
organization should probably make an announcement to welcome “…our newest faculty.” A few
theorized that it might have been in a regular email newsletter that went out to faculty, staff, and
students but they were not aware of it. One thought it might be helpful for students to be able to
learn more about their instructors. Regardless of their personal rating, participants noted it was
an indication that valuing employees was part of the organizational culture. Participants who had
worked in highly functioning nursing programs previously vocalized more about the value of
making the presence of new hires known. One stated, “I’ve taught for so long it might be nice (to
be announced). Maybe people might say, ‘Hey, I know her’ and email me or something.” It
creates comradery and a positive working environment.
Welcome kit or school logo items. Participants who received a welcome kit included
those that were given a USB flash drive or a university folder with necessary paperwork in it at
orientation or at hiring. They found these things to be very beneficial but only because of their
utility for their new adjunct role. One participant was very pleased when she was given a lab coat
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 80

with the school logo on it. It was meaningful to her because it set her apart from the students and
helped her feel like part of the “team.”
One participant felt very defeated by her welcome folder because of the presentation. To
her it seemed the department chair was giving the adjuncts the tools necessary “to fail students”
rather than information about being a better educator. No one received an item, such as a
university mug or a bag, but all felt it was unnecessary. One was particularly sensitive to ‘tokens’
that were not supported by real support or commitment to the adjuncts. Faculty at two
institutions knew that there were serious financial issues at the university, with one saying wryly,
“…they won’t give me a pencil with the school logo on it.”
Invitation to faculty activities or meetings. Full-time faculty attend a variety of
meetings where decisions are made about curriculum, policies, and student issues. They learn
about important university or college changes and can discuss the impact on the nursing program
and faculty. Professional development can occur through planned formal activities but also
during informal discussions about teaching and student management. Additionally, in nursing
education clinical course coordinators hold meetings for faculty at the beginning of each
semester to provide course information and promote team-building. Clinical adjuncts are
expected to attend course-related meetings but are often not included in other meetings or
activities which may improve organizational socialization and role adjustment.
All adjuncts reported course-related meetings led by the clinical course coordinator were
moderately to extremely beneficial. For four participants this was a part of the full day
orientation and for the others it was held separately. The course information from the meeting
was a necessity and the meeting itself provided opportunities for questions to be answered and
teaching strategies to be shared. These were held at least once and sometimes twice each
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 81

semester. Within the IWG survey, some faculty identified this type of meeting as a question and
answer session, a gathering held for them, or an opportunity for professional development.
The four novice clinical instructors shared similar experiences of course coordinator led
meetings. One commented, “If I had questions about how somebody else was handling
something (I could ask them)…we actually changed the entire syllabus and course requirements
because of one of those meetings… and the students are much happier and able to meet them.”
Another said, “It was nice just to meet other ones that have been doing it, what works, what the
expectations were and what we were expected to do with the students.” A third commented he
would like to have, “…the opportunity to sit in the lecture classes or know their syllabus. I think
that would be helpful in my clinical section because then I would know what the students would
have learned the prior semester.” The fourth added, “It was an opportunity to touch bases with all
of the different faculty members, to see them, but I think being new faculty everything's just at
the professional level…You get to know them, kind of, but you don’t really get to know the
personal side of them.”
Experienced educators, who were new to their current adjunct position, shared other
benefits from the course coordinator meetings. One valued being on the “same page” as other
faculty and had some concerns there was not more uniformity in the course. She stated, “Every
faculty is designing their clinical experience differently and that’s a good thing maybe because
its academic freedom. On the other hand, I feel some people run out of things to do. If you have
some ideas and we share those ideas it would be much easier…” Another experienced educator
stated emphatically that coordinator meetings were an opportunity to build “comradery” and
allegiance to the program and students. They met at a restaurant where the coordinator paid out
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 82

of pocket for their breakfast. She supported that eating together facilitated socialization and
created good feelings.
Another experienced educator found much more benefit to the coordinator’s meeting than
the partial day orientation, “(The coordinator) did go over the syllabus. She did go over
expectations of the students. Also, the grading criteria and she was open to feedback, like we
found some things (that were incorrect because of recent course changes). She says, ‘You know
what, if you go through again and you find it (errors), just let me know so I can correct it.’ It was
very warm. It felt warm. Actually, on that day, she did have the dean come in so we could see
her face. That was helpful. She also gave us a little pen for correcting. We got to choose our
color. It felt good.”
Regarding other faculty meetings or program activities, the responses were more varied.
Some were never invited to any other meetings but felt it would be somewhat to extremely
beneficial to have been included. Those that had no email or intranet access for a large part of the
semester said they would not have known about any activities anyway. One almost missed
pinning a student at the semester-end pinning ceremony because of ongoing email issues. Some
adjuncts said they were invited to meetings but had no interest in attending them. Others said
they were interested in the meetings but scheduling conflicts with their other RN or APRN jobs
prevented them from attending. Another said she attended once and “…didn’t feel welcome, to
be honest with you.”
Experienced faculty had much to say about the lack of welcoming extended to adjuncts.
One participant who had been a full time faculty member in the past commented about how
nursing programs view adjunct faculty, “… adjuncts pretty much are adjuncts and because there
are so many adjuncts and they come and go they usually don’t go to the regular faculty meetings.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 83

I think they can but they don’t have voting privileges…I think if maybe they (full-time faculty)
had reached out (to me) and said, Come on…we’re going to go together (to a faculty
meeting)…I probably would have gone. I know I would have gone.” Another said, “It would
have been nice (to be invited). I then could have chosen to go or not…They say that we’re just as
important because we’re teaching the clinical, yet nowhere were we asked about sending a
picture or something (for a department newsletter)…it’s benign neglect…that spoke volumes.”
Gathering held for adjuncts. Two of the four participants who attended the day-long
orientation felt it was designed as a welcoming activity for them and it was very beneficial.
Leaders spoke, lunch was held, and information shared. At the end of the semester adjunct were
included in a potluck that the university president attended. Most participants associated the
clinical course coordinator meeting discussed previously as a welcome activity because of the
kindness and helpfulness of the coordinator, regardless of how poorly they felt they were treated
by the university. In fact, four of the faculty said the coordinator meeting was the only time they
felt any welcome at all.
When focused on this practice of a gathering held for adjuncts, one novice faculty stated
that some type of gathering designed for welcoming would have provided the opportunity “just
to make those connections with people, I think, would have helped a lot. Also, to introduce
yourself to others; it's always hard, as new faculty. People don’t know who you are.” An
experienced instructor said, “I think maybe a group informal lunch or something would have
been probably very beneficial for the whole psyche thing and feeling part of a team and the
welcome and the morale and sort of all of it. Just feeling like the university had it together.”
Social gathering for employees with or without family. To facilitate organizational
socialization, employers may plan social activities for employees and some events may include
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 84

partners or families. Friday potlucks or after-work social hours, Christmas parties, retreats, or
annual picnics are common examples. Three adjuncts reported being included in social
invitations. Although not off campus, two identified an end of year potluck as a social gathering
but had not been invited to other events. One adjunct was invited to a potluck for a course
coordinator who was leaving and enjoyed socializing with other faculty.
Five of the adjuncts stated they were never invited to any activities and four of them had
no interest in being involved with the program or university in any way beyond teaching due to
perceived organizational dysfunction. One felt inclusion might help make up for the poor
onboarding she had been given, stating, “Well, you know what? It would have actually smoothed
things over a little bit. I probably would have been more forgiving about being ignored so often,
because at least it would have shown that they had some concept of me being a part of it. You
know what I mean? At this point, it feels like I wasn’t even a part of it.”
No one reported being invited to any event where partners or families were included. One
was aware that the invitation to the university’s annual Christmas party included a partner but
that adjuncts had not been included. She reflected, “I would imagine they’re having Christmas
parties. Nobody has invited us, as far as I know… I’ve expected no more, but that one got to me
because it’s like from nursing faculty and staff. We’re faculty.”
Guide Practices
The last category of orientation practices are activities aimed at providing early and on-
going support and guidance for newcomers. Socialization literature supports that employees need
to feel connected and valued for optimal adjustment. Three different sources of this guidance are
mentors, peers, and specific points of contact to answer questions. Responses from participants
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 85

clearly support that nursing programs should formally assign these three sources of guidance for
new adjuncts. Guide statements from the IWG Checklist included
1. An experienced clinical faculty member was assigned to be my mentor.
2. I was given a single point of contact that I could reach out to with any questions.
3. Another faculty member was assigned as my “buddy” to help answer any questions.
Mentoring. Mentoring research reveals real benefits for both mentor and mentee that
promote newcomer adjustment. A mentor is usually someone in a position above the new hire
but may be an experienced employee in the same role (Klein & Polin, 2012). The benefit of the
relationship is stronger when there is a good fit between the two people. This fit is often achieved
through informal relationships where the connection develops naturally rather than with an
assigned mentor (Klein & Polin, 2012).
No adjuncts identified being assigned a mentor and there were mixed, sometimes strong,
feelings about this. All believed offering adjuncts the option to have a mentor was moderately to
extremely beneficial. On the failure of being given a mentor, one experienced adjunct stated,
“The reason that it has a negative influence on me is because it’s a waste of time (figuring out
answers by yourself)…if I had somebody to sit with me and say ‘Here’s how it is (teaching at
this hospital)…here’s this, here’s that…It make a big difference to know you have somebody
backing you.” Another experienced educator said, “If I’m not sure, then I can speak to that
person and find out like, ‘How are you doing this?’...I would say it is extremely beneficial,
especially for a newly returning or new faculty.”
One adjunct who felt it would have been extremely beneficial to have a mentor had
sought out a former clinical instructor for help. She responded, “I kind of felt like I as bothering
her (the functional mentor). I’m like, ‘Sorry, I know you don’t teach anymore, but one more
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 86

question, how did you handle ABC and D?’” She believed the mentor could be a cross-over to
the person who orients new adjuncts to the unit but the course coordinator had too many
instructors to effectively mentor them all. Another stated that she did not need any traditional
mentor-mentee relationship and her course coordinator was responsive when she had questions.
Three felt their course coordinator became a mentor who provided support and guidance.
This was both for professional development as an educator and technical direction for teaching
clinical. One stated, “It wasn’t very structured. It was just she was very responsive. Again, I feel
like I was very lucky that I had her as the coordinator. It’s not something which is in place,
which (was) implemented. It’s just I was lucky.” Another stated that even a “great” course
coordinator could not possibly be responsible for mentoring the entire course faculty.
Given point of contact. Depending on the complexity of the organization, providing
newcomers with a point of contact to get answers to questions, or provide assistance finding
answers, decreases uncertainty. All adjuncts identified this as very to extremely beneficial and
shared insights on how this person was best chosen. Six participants referred to their course
coordinators and one a director, as the primary resource and go-to person but acknowledged this
person was often stretched with other work and sometimes did not reply quickly enough when an
answer was needed. Some appreciated multiple ways to contact the coordinator including phone,
text, and email. The eighth participant started during a semester when the course coordinator role
was being redefined at the college. She stated, “I just kind of struggled along. I tried whoever I
could to get the information and then I just let it go. Sometimes the information would trickle
from (the department chair) so she became my main point of contact…from my experience the
chair should not be bothered with (all the questions from) adjunct faculty.”
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 87

One stated, “I think the responsiveness for critical questions we had that tended to be
answered like within a day, I think it would be helpful if we had that.” Another said, “…he (the
director) wasn’t too available…he answers texts but not emails...he was never in his office
(because he often worked at home).” Another shared that her coordinator left the university and
she was not given information about her replacement, “I wasn’t really ever told or announced
now that she’s gone, who is in charge of this now… (the coordinator provided) everything,
anything you have to, how do I do this? What do I do? When do we turn this in? When are you
coming to visit me?” Another taught two different courses and had two coordinators. She found
one “responsive” and the other less so. She had contact information for both but the one, “…was
very slow to follow through if I did have a question. I didn’t get a return answer as promptly as I
wanted.”
Peer resource/buddy. Organizational socialization literature supports that a peer support
helps with newcomer role transition (Klein & Polin, 2012). As with mentoring, assigning a peer
to help guide a newcomer will be influenced by personality fit. Due to the potential impact on the
newcomer, another consideration for the organization is how the peer is screened or prepared for
this role. No participants were assigned a peer resource, rather, if they had “a buddy” the
relationship evolved through their own efforts. Participant responses varied from not beneficial
to extremely beneficial depending on their own background and experience.
The novice adjuncts identified a higher level of need for this type of guide. One felt the
instructor she shadowed could have fulfilled this role for her but did not. She would have
appreciated being given this informal resource to “just bounce some things off of.” Instead, she
discovered another new adjunct on the same hospital unit. They oriented to the hospital together.
She stated, “Because she was kind of in the same boat as I was, we exchanged emails and said,
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 88

‘We’ll be each other’s support of how to do it.’” However because they were both new
educators, when they had questions they “didn’t have any true answers.”
Another participant felt strongly that the institution should have provided this to new
adjuncts, stating, “It’s like have a sponsor if you are an alcoholic. You need somebody to check
in whether things are not going so good.” She also formed her own support with a new adjunct
but felt “…the semester could have gone differently for me had I not had somebody to bounce
things off of…the negative impact could have been much larger…”
Another novice adjunct developed an informal relationship with a former colleague who
also was a new adjunct, “We taught the same semester. I think by default we assigned ourselves
as buddies to bounce ideas back on each other, like, ‘Hey, can we do this?’” He trusted this
person, stating, “I know her. I know (what) her work ethic is. We know each other that way. I
think for clinical faculty that buddy piece (from) the institution they’re teaching is…extremely
beneficial.” One new adjunct had a co-teacher that might have functioned as this resource but she
found their teaching styles to be very different. This created stress instead of support.
An experienced adjunct who was returning to teaching found a colleague teaching at the
same hospital to be an important peer support, bordering on mentor. She felt strongly that the
option should be made available to new hires to ease some of the responsibilities of the course
coordinator and create alternative resources. She stated, “If somebody wasn’t as pushy as I was
(finding answers and support) or maybe didn’t have much experience, then they must have been
crying a lot because if you are out there by yourself and you don’t know who to call, that’s really
hard.”
One experienced educator reflected on her a peer relationship that evolved from a co-
teaching assignment, “She’s not buddy material. She’s very inappropriate…don’t tell me how
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 89

you would do it. Don’t tell me that everybody’s wrong. Don’t gossip…I learned to…pick my
battles…” Another experienced educator stated she did not believe a peer was a workable model
in clinical teaching because “…the clinical faculty, they all have different days that they
work…if you have a mentor, you don’t need a buddy.”
Discussion Research Question One
Providing a comprehensive onboarding experience for new hires facilitates organizational
socialization, increasing employee satisfaction and leading to long-term commitment (Bauer &
Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012; Wanberg, 2012). The IWG Onboarding
Practices Checklist captures the best and common practices for onboarding new hires in general,
but clinical nursing adjuncts are a unique subset of faculty. Roberts et al. (2013) identified that
adjuncts have specific needs for role transition including orientation, support, and connectedness.
The responses from the adjuncts in this study supported that the benefit of the various
onboarding practices in the modified IWG survey could facilitate this role transition. The
summary of participant responses from research question one regarding the occurrence of the
onboarding practices is represented in Table 1. Each IWG category is discussed in detail in the
following sections.
Table 1

Onboarding Practices Identified by Adjunct Faculty
IWG Category Occurred Did not Occur
Inform
Q&A session with leaders 6 2
Met with dean 3 5
Time scheduled with dept chair 2 6*
Met with HR/Dept representative 8 0
Shown university website/LMS 5 3
Review professional development Plan 3 5
Given glossary of terms 1 7
Shown new faculty website 0 8
Given contact information 4 4
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 90

Shown new employee video 0 8
Shadowing/Training with exp. faculty 4 4
Given tour of college 5 3
In-person orientation 4 4
Online orientation 0 8
Nursing lab orientation 2 6*
Welcome
University welcome 3 5
Dean/Chair welcome 4 4
Welcome kit 5 3
Invited to Meetings 5 3
Gathering held for adjuncts 6 2
Invited to social event 2 6
Family/Partner invited to event 0 8
Joining announced 1 7
Guide
Assigned mentor 0 8
Given point of contact 6 2
Assigned peer resource 1 7
Note* One program did not have a department chair or require lab teaching (2 participants)

Table 2 represents data that answers question one regarding the perceived benefit of the
onboarding practices, whether or not they were experienced by the participant. If the majority of
responses rated a practice as “extremely” or “very” beneficial it is represented as “most
beneficial.” Ratings of “moderately” beneficial are labeled “less beneficial.” If the majority of
adjuncts believed a practice was “somewhat” or “not beneficial” it is categorized as “little or no
benefit.”
Table 2

Identification of Benefit of IWG Onboarding Practices for Clinical Adjuncts
IWG Category Most Beneficial Less Beneficial Little or No Benefit
Inform
Q&A Session Met with Dean New Employee Video
Met Dept. Chair Review PD Plan
Met with HR Glossary of Terms
Shown Website Contact Info
New Faculty Website Online Orientation
Shadowing/Training
Tour of College
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 91

Orientation
Lab Instructions
Welcome
Dean/Chair Welcome University Welcome Invited to Social Event
Gathering Held Welcome Kit Family Invited
Invited to Meetings Joining Announced
Guide
Assigned Mentor
Point of Contact
Peer Resource

Inform-Communication Practices. Participants wanted information about their jobs and
institutions communicated by knowledgeable individuals with a positive outlook. The dean was
seen as an executive figure that should welcome new hires and convey the mission of the
college. An invitation to meet with the dean was appreciated, but being introduced as part of an
orientation session was sufficient. Department chairs are directly responsible for the program and
should ideally set aside time to meet with new hires individually during recruitment and should
also be present during orientation. The importance of an open relationship with the course
coordinator was strongly communicated and key to performing well as a clinical adjunct. In lieu
of meeting with a human resources representative, receiving contract and university information
from a nursing administrator was acceptable but only if this person was capable and there was
good communication between departments.
Inform-Resource Practices. Due to the off-site aspect of the clinical adjunct role, a
priority for participants was accessibility to quality, intuitive online content, as both employees
and educators. Orientation to the web content is imperative and user-friendly tutorials available
for later reference. A webpage dedicated to new faculty with links to needed information would
be appreciated by bringing resources together. A glossary of university, college, and educational
terms can be included, as well as employee contact information and frequently asked questions.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 92

Tutorials for the LMS should be simplified and focused on clinical adjunct responsibilities such
communicating with students and posting necessary information. Ideally the course coordinator
should set up the course page each semester. Opportunities for professional development as
nursing educators should be offered during onboarding. Personal invitations for adjuncts to
participate would ideally be extended by the department chair or course coordinator.
Of particular concern was that six of the eight participants did not have access to their
university email account or LMS even after the semester started, for weeks or months. This
negatively impacted the adjuncts’ capacity to teach and created feelings of anger,
embarrassment, and resentment towards the nursing program and university.
Inform-Training Practices. Participant responses detail how a well-organized in-person
group orientation session should be part of every clinical adjunct’s onboarding experience. All
important information about the university, program, department, course, and role can be
communicated in this type of activity. A focused tour should be included. Online orientation
should be offered as adjunctive to the in-person orientation. Anything offered online should be
well-structured and intuitive. Videos are helpful information tools, but the perception of an
‘employee video’ as presented had negative connotations for these adjuncts. Faculty are willing
to participate but do not want to waste time. The reported need for shadowing experiences and
training varied based on experience as a nurse and a clinical educator. Comprehensive
opportunities should be offered but adjuncts should have a voice in how much they need to be
competent in the educator role. If adjuncts are expected to teach in a low or high-fidelity lab, full
orientation and training should be provided as needed before working with students.
Welcome Practices. Participants identified that welcoming activities were a nice
addition but the presence or absence did not impact their teaching effectiveness in the clinical
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 93

setting. Their priority was providing a safe, quality education for students. However, those who
experienced more welcoming onboarding practices expressed more positive opinions of their
nursing programs. There was support that formal welcoming can be conveyed in meaningful
ways such as through a communication from the dean or announcement of the adjunct’s hiring.
Department chairs and especially course coordinators are in roles that have the greatest potential
to impact newcomer feelings of belonging. Offering school logo items was considered an
insignificant token but the one participant who received a lab coat found it very meaningful as
she acclimated to her new role. Social time built into orientations and trainings, particularly the
course coordinator meetings, was desirable for team building. There was little interest in
activities purely aimed at socialization but receiving invitations for department and university
social events, without obligation to attend, would allow the adjunct to be as involved if desired.
Guide Practices. Participant support for formally assigned mentors and peer ‘buddies’
for adjuncts was nearly unanimous but none actually had that experience. Instead they had
sought out, or through coincidence, found a person to fill this role. The course coordinator met
the mentoring need for some participants but because this person has so many clinical instructors
to oversee, the responsibility should not fall just on his or her shoulders. Other adjuncts
functioned as peer support but had little experience themselves. Most received a single point of
contact, who was also usually the course coordinator. The participants prided themselves on the
nature of nurses to solve their own problems, but strongly desired this support from mentors,
peers, and a reliable contact person to decrease anxiety and serve the students better.
Research Question Two
The second research question was: Are the perceived benefits of onboarding practices
reported by adjunct clinical nursing faculty congruent with those reported by nursing program
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 94

administrators? While their responses about which onboarding practices are utilized in their
programs were gathered, this information did not align with any specific adjunct participant’s
experience. Therefore it provided limited use for comparison with adjunct data. Because of their
roles in the onboarding process at their schools, what was more valuable was the benefit
administrators assigned to each practice. If an administrator believed a practice was beneficial
but it was not being offered, they were asked to identify why with the rationales: not a university
priority, not a nursing department priority, lack of funds, lack of interest of new adjunct or
current faculty, or a box to enter another response.
Administrator data was collected using and IWG Onboarding Practices survey designed
for them from the employer version of the IWG Checklist. No follow-up interviews took place or
clarification occurred as did with the adjunct participants. The purpose of the administrator input
was to provide additional perspective about the adjunct responses. Administrator data is
presented first (Table 3) and followed by the discussion of congruence with adjunct responses
(Table 4).
Inform-Communication Practices
All administrators stated their adjuncts were offered a question and answer period and an
opportunity to meet with the dean. They viewed these practices to be very to extremely
beneficial for new adjunct adjustment. An administrative assistant provided human resource
information at two institutions and an HR representative at the third. This was rated very
beneficial. At two programs the department chair met with new adjuncts and this was rated very
to extremely beneficial. The third program did not have a department chair so the course
coordinator filled this role during onboarding.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 95

Table 3

Identification of Benefit of IWG Onboarding Practices by Three Program Administrators
IWG Category Most Beneficial Less Beneficial Little or No Benefit
Inform
Q&A Session Employee Video
Meet with Dean Online Orientation
Meet Dept Chair
Meet with HR
Review PD Plan (2) Review PD Plan (1)
Shown Website
Glossary of Terms (2) Glossary of Terms (1)
New Faculty Website (2) New Faculty Website (1)
Contact Info
Shadowing/Training
Tour of College
Orientation
Lab Instructions
Welcome
Dean/Chair Welcome University Welcome Family Invited
Gathering Held Invited to Social Event
Welcome Kit (2) Welcome Kit (1)
Invite to Meetings Joining Announced
Guide
Assigned Mentor
Point of Contact
Peer Resource
Note: If the rating of all three administrators did not match the answers are represented in two
columns (2)/(1)

Inform-Resource Practices
Administrators reported that all new adjuncts are given a formal orientation to the
website and how to access resources. This happened before going to the clinical site and was
identified as very to extremely beneficial. Reviewing some type of professional development
plan occurred at two schools and was viewed as very to extremely important. The third program
did not offer this opportunity. While viewing the practice as moderately beneficial, this third
administrator perceived that adjuncts did not seem interested in this practice. Supplying common
terms or abbreviations used at the university was rated moderately to very important although
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 96

only one program offered this resource. Lack of administrative time was cited as the reason this
did not occur at the other two programs.
No programs had a webpage for new faculty but administrators saw this practice as
moderately to extremely beneficial. Lack of administrative time and having low priority in the
nursing program were identified as reasons this did not exist. All programs provided contact
information for new hires, rating this as very to extremely beneficial.
Inform-Training Practices
None of the programs reported using a new employee video. The practice was rated as
somewhat beneficial and did not occur due to lack of time and low priority. Providing an
opportunity to observe another clinical instructor and receive training at the clinical site was seen
as very to extremely beneficial but only two administrators believed this was offered to new
hires. Lack of funding, administrative time, and faculty time were seen as barriers to this
beneficial practice.
All programs offered an orientation program to new hires and administrators stated this
was very to extremely beneficial. No programs offered any online orientation options and all
administrators believed this practice was only slightly beneficial or had no opinion. Giving new
hires a tour of the nursing department and nearby university areas was rated as very to extremely
beneficial and was offered by all the programs. Two of the three programs offered new adjuncts
orientation to the simulation or other labs and this was rated very to extremely important.
Because teaching in the lab was not a responsibility of the adjuncts at the third school, lack of
time and funding were seen as barriers to this practice by the administrator.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 97

Welcome Practices
New hires at one program received a welcoming email, letter, or phone call from
someone at the university level and from the nursing department. The other two administrators
believed that neither happened in their programs because these practice were not university or
nursing department priorities. Together, a welcome from the university level was identified as
somewhat to moderately beneficial but a welcome from the program was rated moderately to
extremely beneficial. Welcome kits were offered at two programs. The administrators viewed
these as moderately to extremely beneficial. The third program identified lack of funding and
administrative time as barriers to providing this practice.
All three administrators believed clinical adjuncts were invited to participate in
department meetings or faculty development activities and this was rated as very beneficial. Two
programs held some type of gathering for new hires but all rated it as very to extremely
beneficial. The program that did not offer this lacked funding and administrative time to provide
it. Two of the three administrators believed new clinical adjunct were invited to social events and
felt it was moderately beneficial for newcomer adjustment. One did not believe this occurred and
had no opinion about the benefit of this practice. Lack of funding, interest, and time were reasons
this did not occur. No programs offered any activities that included partners but administrators
thought this practice was potentially somewhat beneficial. Lack of funding, interest, and time
were rationales for the lack of these welcoming activities. The hiring of new adjuncts was
announced at one program although this practice was rated moderately to very beneficial by all
three administrators. The administrators of the other two programs believed the practice was
identified as a low university and nursing program priority.

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Guide Practices
Two administrators reported new adjuncts are assigned a mentor to assist with role
adjustment. Interestingly, these reports are not consistent with the statements of the adjuncts,
none of whom reported being assigned a mentor. Clarifying this inconsistency was not possible
because no follow-up interviews were conducted with administrators. The program that did not
offer mentoring cited lack of administrative time and lack of interest of faculty to be mentors. All
supported mentoring as very to extremely beneficial. All provided a single point of contact and
rated it as very to extremely beneficial. One administrator reported new hires received a peer
resource but all rated this as very beneficial. Lack of priority, funding, and interest of faculty
were cited as reasons this was not offered.
Discussion Research Question Two
Administrators in the study were asked about onboarding practices that were utilized with
adjunct faculty and their perceived benefits of practices whether or not they were offered.
Because their reports about the program onboarding processes were generalized and not
descriptive of the specific experience of any particular adjunct it was not possible to use it to
triangulate adjunct responses about occurrence.
It should be noted that the administrators believed the majority of the practices were
being used with new hires and identified some that were not part of the onboarding process.
Those perceptions were broadly congruent with adjunct responses from the respective programs.
When consenting to participate, adjuncts gave permission for their aggregated, de-identified
responses to be given to their respective institutions to improve the onboarding process for new
clinical instructors. In fact, this was one of the primary motivations for the majority of
participants. There were contrasts, however, between administrator and adjuncts responses from
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the same program. An example is the program where the administrator had been in her position
less than a year. The onboarding process had undergone modifications under her leadership and
she became intimately involved in planning and execution. Therefore responses from adjuncts
that they had no contact with the department chair or dean did not reflect current onboarding
protocols at that school.
The second research question sought to identify congruence between the reported
benefits of the IWG onboarding practices from the adjunct and administrator perspectives.
Adjunct reports of benefit were documented in Table 2. Table 3 represented administrator
responses regarding benefit of onboarding practices. Congruence of benefit is provided in Table
4. A comparison of responses for each IWG category will be discussed separately.
Table 4

Congruence of IWG Onboarding Practices Benefits as Reported by Adjuncts and Administrators
IWG Category Adjunct Rating* Administrator Rating**
Inform – Communication
Q&A Session MB MB
Meet with Dean MB MB
Time with Dept Chair*** MB MB
Meet with HR/rep MB MB
Inform-Resources
Shown Website MB MB
Review PD Plan LB MB/LB (2/1)
Glossary of Terms LB MB/LB (2/1)
New Faculty Website MB MB/LB (2/1)
Contact Info LB MB
Inform-Training
New Employee Video NB NB
Shadowing/Training MB MB
Tour of College MB MB
Orientation MB MB
Online Orientation LB NB
Lab Instructions*** MB MB
Welcome
University Welcome LB LB
Dean/Chair Welcome MB MB
Welcome Kit LB MB/LB (2/1)
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Invited to Meetings LB MB
Gathering Held MB MB
Invited to Social Event NB LB
Family Invited NB NB
Joining Announced NB LB
Guide
Assigned Mentor MB MB
Point of Contact MB MB
Peer Resource MB MB
MB: Most Beneficial (very or extremely)
LB: Less Beneficial (moderately)
NB: Not Beneficial (slightly to not)
Note* Reflects the majority responses of the eight participants
**When the three administrators were not in agreement, the ratio is represented
***One program did not have a department chair or require adjuncts to teach in lab

Inform Practices. When organizations design orientation programs, practices that
provide new hires the information they need to function in their roles are the priority. Often,
however, due to limited time and money or because of differing priorities, these may be the only
practices that are included (Klein & Polin, 2013). Not surprisingly both adjunct and
administrators rated the majority of these practices as most beneficial and there was congruence
between their responses.
Administrators rated more practices as most beneficial than the adjuncts. This included
reviewing a professional development (PD) plan and providing a glossary of terms and contact
information. The PD plan is explainable because of the different motivation of the participants.
Adjuncts that were not interested in careers in nursing education did not identify much benefit to
a PD plan. Those who saw a future in education wanted to understand the potential path.
Administrators would want all faculty to have a career path that made them more invested in the
profession. The reason some faculty did not rate the glossary or contact information higher is that
they could find most information on the university website and LMS. Administrators would want
this information provided to new hires directly, to avoid any confusion or wasted time.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 101

All participants supported in-person orientation programs but adjunct faculty rated online
orientation as more beneficial than the administrators. This may be because adjuncts had the
opportunity to discuss benefits of practices during the interview protocol, where administrators
made this rating in the survey with no opportunity for follow-up discussion. Adjuncts did not
want an online orientation platform to take the place of in-person orientation session. Rather it
would allow them to return and review material if they forgot it or needed clarity. This was
similar to adjunct discussions about a website for new employees; creating a place where
adjuncts as adult learners did not need to rely on others for information. Presented in this fashion,
administrators quite possibly would have supported these practices more strongly.
Welcome Practices. Ratings on benefit of welcoming practices were lower for both
adjuncts and administrators. These practices are generally viewed as less important than inform
practices but feeling welcome is a strong indicator of workplace satisfaction (Bauer & Erdogan,
2012; Ellis et al., 2015; Klein & Polin, 2012). Therefore organizations should make early and
ongoing inclusion efforts for employees. Interestingly there were equal ratings by adjuncts and
administrators for a welcome from the university (less beneficial) and a welcome from the
nursing program (most beneficial). The personal connection motivated adjunct responses and
may reflect administrator thinking as well.
Higher ratings by administrators for practices such as inviting adjuncts to meetings,
social events, and announcing their hiring may have an explanation similar to differences in
some of the Inform practice ratings. Only adjuncts who wanted to be a part of the program
(some rejected a dysfunctional system) or have goals as nurse educators expressed interest in
these practices. Program administrators should include adjuncts in work-related and social
events, encouraging them to become stronger, more committed faculty. The adjuncts were clear
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 102

that their obligation to the students was not influenced by welcoming practices. But inclusion
promotes team building and improves workplace morale.
Guide Practices. There was total congruence between administrator and adjunct
responses regarding benefits of mentoring, peer support, and providing a point of contact. All
were rated most beneficial. There was a noteworthy incongruence between the reports of
administrators and adjuncts as to whether or not mentorship practices were actually
implemented, but the perceived benefit of such practices is clear.
Research Question Three
Organizational socialization literature is strongly supportive of effective, comprehensive
onboarding strategies to facilitate newcomer adjustment (Bauer & Erdogan, 2012; Ellis et al.,
2015; Klein & Polin, 2012; Wanberg, 2012). Ellis et al. (2015) have identified four proximal
outcomes, or adjustment indicators, of early organizational socialization. They are role clarity,
occupational self-efficacy, feelings of acceptance by insiders, and knowledge of organizational
culture. Quality onboarding is critical to achieving these proximal outcomes but little empirical
evidence exists to support which onboarding practices help achieve the outcomes (Klein & Polin,
2012). The Inform-Welcome-Guide Onboarding Activities Checklist, used in this study,
encompasses common and best practices in this area.
For the first research question, participants identified which IWG practices they
experienced and the benefit of all onboarding practices in the survey, whether or not they were
offered. The second question explored congruence between the adjunct and administrator reports
of IWG practice benefits. To answer the third research question, “How do onboarding practices
influence adjustment to the adjunct clinical nursing faculty role?” the IWG practice benefits
identified by adjuncts during their interviews were analyzed and aligned with predetermined
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codes taken from Ellis et al.’s (2015) indicators of adjustment. However, only the first three
indicators, role clarity, occupational self-efficacy, and social acceptance, were used for coding.
The fourth indicator, knowledge of organizational culture, can involve up to six dimensions and
was beyond the scope or this study.
Occupational role clarity, understanding job requirements and expectations, is a primary
goal of onboarding practices. Yet often this is communicated poorly to new hires. Role confusion
is costly to organizations, both in real dollars and workplace morale. Role stress and strain is
related to a lack of clarity in new job expectations and is a predicator of socialization outcomes
(Bauer & Erdogan, 2012; Klein & Polin, 2012). Two examples of participant responses that
were coded for the role clarity outcome are “.. I kind of didn’t really know whose role was what
and who was actually responsible for what” and “I followed her (the clinical instructor) for a
four-hour segment of how her process was (as) she interacted with the seven different students
she had on the floor.” Table 5 identifies responses that aligned with the role clarity code.
Occupational self-efficacy describes an employee’s confidence that he or she can perform
the new job satisfactorily. These feelings of competency are also bolstered by having resources
available to build on their present knowledge and skills. Self-efficacy is highly influenced by the
employee’s previous education, training, and work experience. Job performance, as a new hire
and ongoing, will be impacted by the time required to achieve competence in the new position
(Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012). Two examples of participant
responses in the study that aligned with the self-efficacy code were “…especially with the online
part, talk about how you set up your online classroom, giving you that hands-on experience, or
navigating you through the Internet and stuff like that” and “I knew how to teach them and I
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 104

know the skills, I needed to know the lay of the land, the rules of the house.” Table 5 presents
participant responses that express feelings of self-efficacy.
The term acceptance by insiders, or social acceptance, captures the “degree to which new
employees are integrated into the social fabric of the organization” (Bauer & Erdogan, 2012, p.
100). While organizations may focus efforts on providing new hires necessary information, the
failure to establish relationships in the workforce is tied to decreased organizational commitment
and job satisfaction. Two examples of participant responses that aligned with the acceptance by
insiders code were “It’s just nice to be included, because you can always opt out but you’re also
included when you feel able to ask, ‘How was the party?’ When you’re excluded, you don’t
really want to bring that stuff up” and “I would picture as a new employee to receive a welcome
packet with a welcome letter that they are so happy to have me on their team.” Table 5 identifies
participant responses that reveal perception of newcomers’ acceptance by insiders.
Table 5

Adjunct Participant Responses Aligning with Predetermined Codes
Role Clarity Self-Efficacy Acceptance
Questions answered Crossing threshold Team
Chain of command Frustration Appreciation
Frustration Figure out Receptive
Requirements Felt dumb/stupid Run around
Communication Autonomy Trust
Information upfront I didn’t know Respect
Professional Prepared Welcome
Unsure Professional Outskirts
Figure out Reflected poorly on me Congratulations
How it’s done Wasted time Belonging
Sought out Better adjunct Part of something
Expectations Sought out Morale
Unknown Patient safety Culture
Heads up Proud Meeting others
Clarify Knowing Responsive
Knowing Making a difference Here for you
Orientation Feedback Comradery
I didn’t know Help Cohesive
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Inform-Communication Practices
Question & answer session. The participants believed role clarity (8/8 participants) and
self-efficacy (7/8 participants) are increased when given the opportunity to ask questions of
department leaders, whether in a large or small group (Table 6). Some adjuncts expressed that
the value of a question and answer session can be limited because new instructors may not know
what questions to ask regarding employment or teaching. One suggestion to mitigate this was to
hold the Q & A session in a group setting where new hires could hear answers to questions
others asked. Organizations could compile frequently asked questions and ensure these were
reviewed during the Q & A session or put on a webpage. Two also identified the person leading
the session influences feelings of acceptance by insiders, either positively or negatively.
Table 6

Alignment of Adjunct Reported IWG Practices and Proximal Outcomes of Organizational
Socialization
IWG Practice Role Clarity Self-Efficacy Acceptance
Inform
Q&A Session 8 7 2
Meet Dean 2 0 8
Meet Dept. Chair 8 6 6
Meet with HR 8 4 0
Shown Website 8 8 0
Review PD Plan 7 8 3
Glossary of Terms 0 5 5
New Faculty Website 8 8 2
Contact Info 6 8 4
New Employee Video 5 5 2
Shadowing/Training 8 8 2
Tour of College 6 8 5
Orientation 8 8 8
Online Orientation 8 8 3
Lab Instructions 8 8 2
Welcome
Welcome University 1 0 4
Welcome Dean/Chair 4 0 7
Welcome Kit 5 5 5
Invite to Dept. Meetings 6 8 0
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Gathering Held 5 5 8
Invite to Social Event 0 0 7
Family Invited 0 0 5
Joining Announced 0 1 7
Guide
Assigned Mentor 8 8 4
Point of Contact 8 8 8
Peer Resource 7 7 4
Note: Responses aligned with more than one code

Invited to meet with dean. Acceptance by insiders was the perceived benefit gained by
meeting the dean, whether the newcomer was invited to meet individually or the dean met with a
group during orientation (8/8 participants). The dean’s presence, even if brief but sincere,
communicates respect and value to faculty, motivating them to be part of the team. Two
experienced adjuncts believed that, beyond welcoming, the dean’s responsibility as an executive
leader should be to clearly share the mission and goals of the program. This creates the
foundation of role clarity for all faculty members.
Scheduled meeting with department chair. In contrast to the dean’s executive status,
all participants (8/8) supported that the department chair’s role should be to provide role clarity
to new hires. One program did not have a department chair but those participants believed this
would be part of the position. As the program leader, the chair should convey all general clinical
teaching policies and procedures to new hires, whether individually or with a group. Most
participants reported that this information only came from the course coordinator, but that the
department chair should have been part of the process.
Meeting with the department chair also promotes self-efficacy as providing specific
information and encouragement increases confidence in the ability to teach (6/8). As the
department head, a primary responsibility of this meeting should be conveying acceptance by
insiders (6/8). Therefore, the communication skills of the chair are paramount to creating the
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desire of new hires to be a part of the faculty. The course coordinator was also identified as
having an integral role in achieving all three proximal outcomes. In nursing education, the course
coordinator traditionally provides course-related information, support, and oversees training.
Met with HR. Only one adjunct with a specialized role met with an actual HR
representative. The others had their contracts reviewed by an administrative assistant within the
nursing department. All participants (8/8) felt this interaction should promote role clarity by
making clear the obligatory dates and times of service as well as reimbursement. They knew they
did not receive full-time benefits, such as health insurance but some expressed that during the
interaction other benefits or opportunities offered to adjuncts, if any, should be shared. Examples
might be tuition waivers or bookstore discounts. Four felt that by providing role clarity, meeting
with the administrative assistant/HR representative bolstered self-efficacy. A reoccurring theme
emerged about the acceptance of insiders outcome: every interaction between new hires and
current employees or staff should create a welcoming environment. Each time this does not
happen is “a missed opportunity.”
Inform-Resource Practices
Shown website. All participants (8/8) believed that orientation and early access to the
school’s website, including the intranet, LMS, and email system are absolutely necessary and
promote role clarity and self-efficacy. Access to the faculty handbook and other policies are
required for understanding responsibilities of employment. Using the LMS and email are critical
for teaching and communicating with students. Building confidence as instructors is undeniably
thwarted when organizational dysfunction prevents access to the LMS and email. Numerous
participants commented on the receptiveness of the IT department. This contributed to positive
feelings towards the organization, the third outcome of acceptance by insiders.
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Professional development plan. Regardless of career goals in nursing education, these
adjuncts believe having a professional development plan outlining their opportunities promotes
role clarity (7/8 participants) and self-efficacy (8/8 participants). This can be as simple as
descriptions of different courses that adjuncts might be able to teach to an outline of how an
adjunct might advance to full time faculty and tenure. Three also expressed sentiments that they
would become more involved in nursing department activities while following a professional
development plan as an educator, consistent with acceptance by insiders
Glossary of university terms. On initial query, 7/8 participants placed minimal value on
being given ‘buzzwords’ or abbreviations used in the university or department. On exploration,
five realized that newcomers who did not understand the language of education or that of the
specific university and nursing department would have more difficulty feeling confident teaching
(self-efficacy) or part of the team (acceptance by insiders). One novice educator had experienced
first-hand this alienation based on language and had wished there was a way to find meaning to
unknown words and acronyms before the end of the semester.
Website for new faculty. None of the participants knew whether a website dedicated to
new faculty existed at their university. All believed if it existed it would provide both role clarity
and increase self-efficacy. Having easy access to needed employment and teaching resources, an
FAQ, and contacts/chain of command fit would assist transition to the new teaching role. Two
participants believed that anticipating newcomers’ needs creates appreciation and increases
feelings of acceptance by insiders.
University contact information. Adjunct responses regarding having easy access to
university and department contact information revealed this was important for newcomer
adjustment. All participants believed confidence in their performance (self-efficacy) would be
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bolstered by knowing who to contact with which questions, including as one stated, “a clear
chain of command.” Six indicated this also increased role clarity if they could easily contact the
course coordinator, clinical coordinator, or department chair. Four believed new hires feel more
part of the organization (acceptance by insiders) if this information is provided, even if rarely
needed.
Inform-Training Practices
Shown new employee video. The content and purpose of the video determined the value
the participants placed on watching a new employee video. Five believed a video that was brief
on mission and vision but made their teaching job easier could provide role clarity and increase
self-efficacy. Three saw little value of a video except as a procedural requirement. The responses
of two also supported a video, done well, could help eager new faculty feel a desire to be part of
the university and nursing program (acceptance by insiders).
Observe another clinical instructor/On-the-job training. In nursing education,
separating the IWG practices of observing another clinical instructor (shadowing) and on-the-job
training can be difficult and this was reflected in participant responses. All participants gave
consistent answers that the shadowing of another clinical instructor or a staff nurse on the
hospital unit provides role clarity and increases self-efficacy for new adjuncts. The need for
training was linked to the experience level of the new adjunct. Experienced faculty know how to
teach and through shadowing can learn the expectations of the course, the nursing program, and
the hospital or community facility. Novice nursing educators need to learn all these things, as
well as how to teach a clinical group of 8 – 10 students. Ideally the novice instructor should be
offered more assistance or ‘training’ from an experienced clinical faculty and a capable staff
nurse on the hospital unit. Because of this the four experienced educators asserted that needs of
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adjuncts were individualized and this should be considered during onboarding. Two faculty
made statements that this process facilitates feelings of acceptance by insiders through
relationship building either with nursing faculty or hospital unit nurses and staff.
Tour of university/department. Although clinical adjuncts teach almost exclusively at
hospitals or community facilities, all participants (8/8) view the institutional tour as a necessary
component for helping new adjuncts increase confidence in their teaching ability (self-efficacy).
Understanding the location of the nursing program within the campus structure, how resources
are obtained, and where to pick up mail also promote role clarity (6/8). Acceptance by insiders
(5/8) was more dependent on the communication style and attitude of the individual giving the
tour, as well as the reception of any faculty or staff met during the tour.
New faculty orientation. All participants (8/8) provided answers consistent with the
absolute necessity of a quality orientation to provide role clarity, self-efficacy, and acceptance by
insiders. All university-based Inform onboarding practices were identified as components of this
practice, including meeting leadership and HR representative, Q & A session, orientation to web-
based resources, tours, and lab orientation. Welcoming practices such as greetings from the
university and nursing program, providing materials and possible logo items, extending
invitations to faculty meetings, professional development opportunities, and social events, and
sharing how the adjunct hiring will be announced to students and faculty. Guide practices
include giving new hires the name of their go-to person (or people) and providing opportunities
to sign up for a mentor or peer-resource person. In one day the foundation for quality onboarding
can be built.
Online orientation. All participants preferred a face-to-face orientation but having well-
designed on-line modules for home use to review orientation materials promoted role clarity and
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 111

self-efficacy. Three participants believed having materials that were easily accessible conveyed
to adjuncts that their time was valuable and the university was striving to make their jobs easier
(acceptance by insiders).
Sim lab/other lab instruction. Only six of the participants were responsible for teaching
any type of lab but all concurred that instructions was necessary if an adjunct was responsible for
teaching it (role clarity and self-efficacy). In recalling their own orientations to the lab, two
recounted the experience helped them feel more a part of the nursing program culture
(acceptance by insiders).
Welcome Practices
Personalized welcome from university. While downplaying the necessity of the
practice, four participants saw the benefit of receiving some communication from the university
was to promote a sense of comradery and value (acceptance by insiders). Three were so
disgusted with their institutions they could place no value on the practice whatsoever. One
participant received her welcome letter as part of her employment materials but felt it contributed
to her role clarity rather than feeling welcome.
Personalized welcome from dean/chair. Most participants (7/8) believed the welcome
from the dean or department chair, because they were closer to the adjunct instructors, was more
important than anything from the university for facilitating a sense of comradery (acceptance by
insiders). The experienced faculty were more straight-forward about this belief. Four participants
reported role clarity was boosted for new adjuncts when efforts were made by the dean or chair
to communicate the mission and vision of the program.
Welcome kit/logo items. Five adjuncts received a folder with important paperwork and
identified that as a ‘welcome kit’ or ‘logo item,’ placing value on the contents, not the folder.
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This utility of the materials aligned their responses with the provision of role clarity (5/8) and
self-efficacy (5/8). Two adjuncts with very positive feelings towards their institution expressed
more appreciation for these simple materials, which included a USB flash drive of resources,
consistent with acceptance by insiders. The intent or thought put into the folder led three other
participants to agree with them, even though the materials were less significant (5/8). One novice
educator also received a lab coat during orientation and this promoted both her feelings of
acceptance and self-efficacy (scores are already accounted for in 5/8).
Invited to department meetings/professional development. Some faculty associated
this question with the course coordinator meetings where indispensable course information is
distributed and discussed. Others identified regular faculty meetings and professional
development opportunities when considering this practice. Regardless these practices all
participants believed these meetings contributed to increased confidence in teaching abilities
(self-efficacy). Two experienced educators gave no responses consistent with role clarity (6/8).
Gathering held for new adjuncts. Some participants associated this gathering with the
course coordinator meeting or the adjunct orientation session leading to answers coded for
promoting role clarity (5/8) and self-efficacy (5/8). Combined with those who believed such a
meeting was designed to truly welcome new hires, all eight believed it provided acceptance by
insiders.
Invited to social event. Only two participants reported receiving an invitation to a social
event on or off campus. When evaluating the benefit of the practice, whether it occurred or not,
seven adjuncts reported acceptance by insiders would be fostered through social events. Five
expressed no actual personal interest in social activities due to dysfunction in their program.
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Family invited to social event. No participants experienced this practice and most
dismissed its benefit initially. Five acknowledged that activities such as these promoted positive
feelings towards organizations and increased desire to belong (acceptance by insiders). Due to
negative feeling about treatment of their nursing programs, three had no response that coded for
a proximal outcome.
Joining announced. One participant knew an email announcement about her hiring was
sent to others in the nursing program. The other seven did not know if any type of announcement
had been distributed and six did not believe there was any personal benefit to it. Two
acknowledged that it might be meaningful because it could facilitate collegial relationships. Five
others made statements that, in general, they understood the practice was aimed at promoting
feelings of acceptance by insiders.
Guide Practices
Assigned a mentor. All participants made statements that having a mentor supported
newcomer role clarity and increased self-efficacy. However, no participants were assigned a
mentor or were given the option to choose one. Four informally discovered someone to fill this
this role. Four also believed the mentor-mentee relationship contributed to feeling of belonging
(acceptance by insiders).
Assigned a single point of contact. Similarly, all eight adjuncts made statements
suggestive that role clarity and self-efficacy were increased by simply knowing who to contact
when they had questions. Because they worked away from the nursing program, knowing who to
contact also increased a sense of being part of the team (acceptance by insiders).
Assigned a peer resource/buddy. No faculty had an assigned peer resource but four
identified one informally either during orientation or the early weeks of teaching. This
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relationship created a sense of comradery for these adjuncts (acceptance by insiders). Seven
believed a supportive peer would help a new adjunct understand expectations (role clarity) and
improve teaching ability (self-efficacy). One participant dismissed that adjuncts could have a
faculty peer resource because they work alone at the clinical facilities.
Discussion Research Question Three
Proximal outcomes of organizational socialization have been identified in the literature
which Ellis, Bauer, and Erdogan (2015) label role clarity, self-efficacy, and acceptance by
insiders. For this study these proximal outcomes became the predetermined codes that guided
question three data analysis. This analysis revealed that the adjunct participant responses to the
Inform-Welcome-Guide Onboarding Practices survey (Table 5) were aligned with one or more
of the three outcomes of early organizational socialization (Table 6). Understanding the factors
that contribute to adjunct satisfaction and facilitate adjustment has implications for nursing
programs (Roberts, et al., 2013). Retention is a long term outcome of positive experiences during
the onboarding process.
Role Clarity. The majority of participants believe that role clarity is increased when all
Inform practices are included in onboarding, except meeting with the dean and receiving a
glossary of university terms. A professional and complete orientation is the foundation of this
clarity and can encompass many of the Inform practices at one event. Adjunct responses also
support that role clarity is strongly facilitated by all three Guide practices of having a mentor,
point-of-contact, and peer resource. These relationships help new adjunct understand their
educator roles and assist with maneuvering through university and hospital systems.
Welcome practices contribute little to role clarity in comparison to the other practices.
However spending time with other faculty at department meetings or professional development
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events provides opportunities for adjuncts to understand the nurse educator role. Welcome kits
that include information necessary for job performance promote role clarity. On a more abstract
level, being welcomed by the dean can facilitate role clarity when the mission and vision of
program is shared.
Self-Efficacy. The link of role clarity to self-efficacy was evident and participant
responses were similar; if a new hire understands job expectations it is easier to feel more able to
perform them. The participants feel adjuncts are more confident in their teaching abilities when
Inform practices are included in onboarding programs, aside from meeting the dean. At hiring all
adjuncts were experienced nurses so personal needs for some Inform practices varied. However,
there was a shared belief that the practices should be offered so the adjunct could personalize the
onboarding experience and not “waste” time.
Welcome practices that increased self-efficacy such as inclusion at professional
development offerings, faculty meetings, and providing an informative welcome kit mirrored
role-clarity benefits. Guide practices contributed strongly to feelings of self-efficacy because
mentors and peers provided role modeling and support. Having a contact person to answer
questions was also necessary to be confidant in the adjunct role.
Acceptance by Insiders. Fewer Inform practices had an impact on new adjuncts’
feelings of acceptance by the faculty or university. Here faculty believed the dean, as the
administrative leader, sets the tone of the program and even small efforts were meaningful for
their desire to be part of the team. Almost all believed the department chair plays an equally
important role in making adjuncts feel included. The course coordinator has a special role as the
primary go-to person. Touring the campus and making introductions provides good first
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 116

impressions if the employees met on the tour are pleasant. A well-run orientation, even when the
primary goal is to inform new hires, should convey a welcoming message.
Most IWG Welcoming practices contributed to feelings of acceptance. Sincere efforts of
inclusion, from the university, dean, or course coordinator were appreciated whether or not the
participants would actually participate. Interestingly there were no responses that supported
being invited to department meetings promoted feelings of acceptance. The question may not
have elicited this more emotional response but instead role clarity and self-efficacy.
The Guide practice of assigning a point of contact was key to acceptance but only half of
the adjuncts gave responses that having a mentor or peer resource aided their feelings of
acceptance by insiders. If adjuncts were never mentored in a well-designed mentoring program
with caring faculty, they may not be able to assess how this could increase feeling of acceptance
and inclusion. The participants believed that their work with the students was not impacted by
their feelings of belonging to the program.

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CHAPTER FIVE: DISCUSSION
Chapter five begins with a brief overview of the problem facing nursing education. Next,
study results are discussed and synthesized in relation to the three research questions.
Implications of the study on nursing educational practice and organizational socialization
literature are reviewed. Finally, areas of future research that can build on the results of this study
are proposed.
Overview of the Problem
The nursing faculty shortage impacts the education of registered nurses and is predicted
to increase in the future. The full-time nursing faculty workforce is aging and many have stopped
working in an acute care setting, focusing mostly on classroom instruction. Adjunct clinical
instructors are an important part of nursing programs because they bring current, real-world
nursing practice into nursing education and supplement the limited pool of full-time faculty
(Buerhaus et al., 2009; Evans, J., 2013; Wyte-Lake et al., 2013). However, adjuncts are often
poorly socialized in nursing programs for a variety of reasons. They are generally employed full
or part-time outside academia and teaching is secondary to that role. Once hired, they teach in
clinical settings, away from the university with its inherent support systems. They work alone
without peers to support them. Turn-over is costly to both universities and clinical facilities so
retention of adjuncts is one key to a stable educational environment for nursing students
(Allison-Jones & Hirt, 2004; Roberts et al., 2013; Wyte-Lake et al., 2013).
Organizational socialization literature supports that quality onboarding leads to positive
long-term outcomes for organizations and employees, such as increased retention and
satisfaction of employees (Bauer & Erdogan, 2012; Ellis et al., 2015; Klein & Polin, 2012;
Wanberg, 2012). However, less is known about which onboarding practices actually facilitate
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 118

socialization (Klein & Polin, 2012). The purpose of this qualitative study was to examine
onboarding practices used by collegiate nursing programs with adjunct clinical faculty.
Discussion
The results from the Inform-Welcome-Guide (IWG) Onboarding Practices survey and
interview protocol with adjunct faculty provided an in-depth exploration into the onboarding
experiences of the eight participants. The IWG Onboarding Practices survey results from the
three nursing program administrators captured these stakeholders’ perceptions of the process at
their universities. While not directly linked to a specific adjunct’s onboarding experience, their
responses provided insight in what practices the schools report are being offered and the
perceived benefit of the practices. Data from the responses of adjuncts and administrators was
analyzed to answer the research questions:
1. Which onboarding practices identified in the literature did adjunct clinical nursing
faculty experience and what is the perceived benefit of these practices?
2. Are the perceived benefits of onboarding practices reported by adjunct clinical
nursing faculty congruent with those reported by nursing program administrators?
3. How do onboarding practices influence adjustment to the adjunct clinical nursing
faculty role?
The eight adjunct participants shared openly about their onboarding experiences with
their institutions. Those with negative experiences asked for reassurance that their responses
would be kept confidential. They clearly rated and described their perceived benefits of the IWG
practices, whether or not they had been experienced. An administrator from each program
completed the survey. Moderately high congruence was found between administrator and adjunct
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 119

responses regarding benefit of these practices. Adjunct responses regarding IWG practices
aligned with the three adjustment indicators of early organizational socialization.
The Experience and Benefit of Onboarding Practices
The language of Klein and Polin’s (2012) Onboarding Activities Checklist was modified
for use in collegiate nursing education. Adjuncts identified benefits of nearly all Inform and
Guide practices, but placed much higher priority on some over others. Even practices seen as not
very beneficial for the individual adjunct were recognized as being potentially helpful for
another new instructor. The benefits of many Welcome practices, predominantly efforts to
socialize formally or informally, were downplayed by the majority of participants.
The survey questions about Inform practices illuminated the desire adjuncts have for
effective leadership, functional communication systems, and well-conveyed role expectations.
Management of this aspect of onboarding by the institution, done poorly or well, set the stage for
organizational socialization of these adjuncts. Communication of needed information about the
institution and teaching was very important to achieve role clarity and build confidence in the
adjunct role. It was necessary for understanding their professional and personal responsibilities.
The source of the information, whether the department chair, course coordinator, or HR, was less
important than trusting the source and being treated with respect. The acknowledgment of new
adjuncts by nursing program leadership was not necessary for job performance, but it
communicated respect and value to the new employees who then desired to belong to the
organization.
Making a variety of Inform practices available for all new hires was seen as beneficial,
with some seen as more beneficial than others. Based on the adjunct’s experience as an educator,
the shadowing and training practices were identified as being very individualized but other
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 120

practices somewhat standard for all hires. There was strong support for a webpage with
information for new hires. This would allow new adjuncts to pick and choose information that
was needed. They wanted information to be readily available online, and while all wanted an in-
person orientation, creating online orientation materials for reference was valued. Conversely, a
new employee video was viewed as not being a particularly beneficial Inform practice by the
adjuncts, seen as generally pro forma and lacking in useful information.
All three Guide practices—providing adjuncts a mentor, go-to person, and peer support—
were viewed by adjuncts and administrators alike as very or extremely beneficial. Even though
all believed a mentor was valuable, no adjuncts reported being offered one. If a mentoring
relationship occurred it developed informally with the course coordinator or another clinical
educator. Mentoring is more successful when there is a good match between the mentor and
mentee, so naturally developed relationships may be superior to assigned mentors (Klein &
Polin, 2012). However, waiting for this natural selection to occur may leave newcomers adrift.
For some adjuncts no mentoring relationship ever evolved. Due to the isolation of adjuncts,
naturally evolving mentor relationships beyond that with the course coordinator would be
difficult. Most course coordinators oversee numerous faculty. To place full responsibility on
them would not produce the best results.
While organizations dedicate much effort towards Inform practices, making new hires
feel welcomed and valued is imperative. Adjuncts in the study who were treated poorly believed
their onboarding could have been much better and carried negative feelings about the university.
Participants with positive onboarding experiences expressed strong allegiance with their
institution. Nursing programs do not need to reinvent the wheel to create a functional
onboarding process. Rather, prioritization and consistent implementation of effective practices
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 121

would be sufficient. Data from this study showed that one nursing program was conveying this
welcoming through every interaction with adjuncts, at least according to their responses.
Conversely, other programs did not implement these practices, citing limited resources and
competing priorities. One participant who had a negative onboarding experience identified each
“missed opportunity” the university had to make her feel welcomed as contributing to her
demoralization.
Congruence of Adjunct and Administrator Responses
The three administrators predominantly agreed that there was value to most of the IWG
practices. Their beliefs were generally congruent with the reports of faculty, although they
placed higher value on multiple practices. This may reflect either an implicit or explicit
understanding of onboarding best practices combined with their desire as administrators to
provide adjuncts with as many opportunities as possible to increase adjustment to the role.
However, only one believed that her program was actually offering all of the practices that she
thought were valuable. Her responses about the design of the onboarding offered to adjuncts
were largely supported by the faculty from that program, who identified a well-executed
orientation and organizational investment in new adjuncts. The other administrators reported
that valuable onboarding practices that could be implemented were not, citing conflicting
program priorities and limited resources.
As noted in Chapter 4 there was an interesting incongruence in the reports of the
implementation of mentoring practices. There was near consensus on the part of administrators
and adjuncts alike as to the value or mentoring, but no adjuncts reported having been formally
mentored while two of three administrators reported having mentoring practices. This
discrepancy could not be fully explored because administrators did not participate in follow-up
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 122

interviews. It could reflect a different interpretation of the meaning of mentorship. Perhaps the
two administrators reporting the implementation of this practice viewed course coordinators as
mentors. Alternatively, the discrepancy could be the result of system problems within the
programs, i.e., a plan for mentorship that was established in program policy was not being
effectively implemented in practice. Whether these or other factors account for the observed
discrepancy there is clear agreement between administrators and adjuncts that mentorship is a
valuable onboarding practice.
Onboarding Practices and Proximal Outcomes of Organizational Socialization
Through analysis of adjunct responses, the majority of IWG onboarding practices were
shown to contribute positively to newcomer adjustment. Participants who actually experienced
these practices made more positive statements about colleagues, the nursing program, and the
university. They understood their roles, felt more confident teaching, and felt like part of the
team. In short, the proximal outcomes of role clarity, self-efficacy and acceptance were realized
for these adjunct faculty. Conversely, participants who did not receive a full complement of
IWG onboarding practices were not well socialized.
During the interviews, adjunct participants were at times pleased, surprised, angered, and
even conflicted by the practices in the Inform-Welcome-Guide Onboarding Activity Checklist.
Those with positive experiences were pleased to know their university recognized what was
important and prepared them for teaching. Other times participants were surprised that a nursing
program would bother offering many of the practices to adjunct faculty. Numerous participants
were subjected to frustrating hiring practices or had little guidance in their teaching role; their
anger and disgust was palpable. Particularly with welcome practices, some participants were
conflicted when they realized that practices they had initially felt were inconsequential, such as
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 123

announcing that an adjunct was hired, might actually help them (or another adjunct) feel more
valued by the nursing program.
For adjunct faculty that reported having been the recipients of only a few IWG
onboarding practices, the adjustment to their clinical teaching roles was difficult. They were
particularly upset with regards to role clarity and self-efficacy. Each was committed to
providing quality educational experiences to their students and felt the ability to do so was
undercut by the failure to receive important IWG practices. Practices related to acceptance were
generally less distressing to these participants because they viewed this as a consequence of the
adjunct role. Nonetheless all agreed practices that would facilitate acceptance by insiders would
have been valuable.
Implications for Practice
The Inform-Welcome-Guide Onboarding Practices Checklist captures the best and
common activities utilized by organizations. It was modified for this study and can be a valuable
outline for onboarding strategies for nursing programs. However, before using it with clinical
adjuncts again it must be further refined because it failed to capture some of the particulars of
nursing education. For instance, the role of course coordinators should be built into any further
surveys with clinical faculty. Many IWG practices are common sense and implemented with
little effort. Most can be coordinated into a handful of interactions with new adjuncts. When
administrators believed potentially beneficial practices were not being offered, the lack of time,
money, and interest were seen as roadblocks. But the literature supports that attention and
resources that contribute to organizational socialization, including comprehensive onboarding,
will pay off with higher retention rates of engaged employees.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 124

The altruistic nature of nurses and teachers often puts them in self-sacrificing situations
where their own needs are not being met. For the nurse educators in this study, their primary
motivation and source of job satisfaction was teaching students. But they are also employees
who should feel respected and valued by their organizations. Of interest, then, is that even those
with negative experiences continued to teach for their respective institutions. The natural
consequence of poor onboarding, decreased retention, was not being experienced by the nursing
programs, at least over the one to two year span of the participants’ current employment. Instead,
these unhappy instructors disengaged with the institution and compensated in a variety of ways.
This has consequences for the nursing program and clinical adjuncts. Feeling unwelcomed, they
miss opportunities for professional development as educators and nurturing by mentors or
experienced peers. Additional research to explore this finding is warranted.
A direct result of this study is that the participants gave permission for their aggregated
data to be shared with the administrator at each university to provide feedback. Nursing program
administrators should be given time to review current policies to ensure faculty are receiving
quality onboarding. Numerous adjuncts expressed this was a strong motivator for them to
participate in the study.
Outside of nursing education, results from this study contribute to general organizational
socialization and human resource management literature. Research linking specific onboarding
practices to organizational socialization has been limited (Klein & Polin, 2012) although
onboarding programs developed by practitioners report success with program evaluations (Bradt
& Vonnegut, 2009). The participants in this study clearly identified onboarding practices that
were beneficial, whether or not they had experienced them. Analysis of their rich responses
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 125

provided data which aligned with the proximal outcomes of organizational socialization: role
clarity, self-efficacy, and social acceptance.
Future Research
Although this was a small qualitative study, it presented a comprehensive picture of the
onboarding experience of these adjunct clinical nursing instructors. Additional research is needed
about organizational socialization needs of clinical adjuncts. Qualitative research would provide
more perspectives on adjunct experiences, creating a larger pool of voices. To provide
generalizability a quantitative study with larger, more representative number of adjuncts and
nursing programs should be conducted. Any additional data would add to the literature and
generate recommended changes in onboarding practices. These studies would build on the work
of Evans (2013), Roberts et al. (2013), and Wyte-Lake et al. (2013).
Adjuncts are integral to nursing education so meeting their needs during onboarding can
lead to policies and procedures that promote adjustment to the role and long-term retention. This
benefits nursing programs and the clinical facilities where adjuncts teach, saving both time and
money for these organizations. Retaining adjuncts allows them to be better educators as they
learn their teaching role, become invested in the nursing program, and adapt to the routines of the
clinical facility. Students benefit when instructors are experienced and have the resources and
support to perform their jobs. Ultimately, the healthcare system is bolstered by the education of
competent registered nurses.
Conclusion
The educational pipeline for registered nurses will continue to be a focus of nurse
educators, nursing organizations, and national health care policy. The needs of the aging U.S.
population, combined with the Affordable Care Act, will dictate the demand for nursing
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 126

professionals over the next decade. However, the ongoing shortage of qualified full-time nursing
faculty places constraints on nursing education. Employing adjunct nursing faculty to teach
clinical courses is a practical solution that brings benefits for universities, nursing programs,
clinical facilities, and students.
Although caution should be used when interpreting the results of this qualitative study, it
adds to the organizational socialization literature. Understanding organizational socialization
needs of clinical adjuncts, including beneficial onboarding practices, would allow nursing
programs to focus efforts on strategies that bring the greatest reward to the institution: retention
of quality faculty.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 127

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Appendix A
Inform-Welcome-Guide Onboarding Activity Checklist

Rating instructions and response scale:
Below is a list of activities your company may have used to help familiarize you with your new
company, job, and coworkers. For each item, please indicate whether that activity occurred
formally, informally, or did not occur. Select “occurred formally” if the activity was required,
preplanned, and done for all new hires. If the activity occurred but it was voluntary or appeared
to be spontaneous, select “occurred informally.” Select “occurred formally” if you are unsure, or
if the activity occurred both formally and informally. No company does all of these things and
many are not relevant for all types of jobs, so it is fine to indicate that activities did not occur.
Occurred Formally Occurred Informally Did Not Occur
For those items rated as occurring (formally or informally) participants are also asked to indicate
when that activity occurred and how beneficial the activity was:
When did this activity occur? If it occurred multiple times, answer for the first time it occurred.
○ During recruitment & hiring
○ After hired but before 1
st
day
○ On the 1
st
day
○ After 1
st
day but during first week
○ After first week but during 1
st
month
○ During 2
nd
or 3
rd
months
○ During months 4-6
○ After 6 months but during 1
st
year
○ I don’t remember / don’t wish to answer

In your opinion, how beneficial was this activity or item in helping you to adjust to your new
position or organization?
○ Not at all Beneficial
○ Slightly Beneficial
○ Moderately Beneficial
○ Very Beneficial
○ Extremely Beneficial
○ No opinion / don’t wish to answer

Inform-Communication: Planned efforts to facilitate communication with newcomers. It
includes both the provision of one-way messages and opportunities for two-way dialogues.
 I went to a question and answer session where new hires were able to ask senior leaders
questions.
 I was invited to meet with a senior leader.
 My manager set aside a block of uninterrupted time to spend with me.
 I met with a representative from Human Resources.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 133

Inform-Resources: Making materials or assistance available to new hires. These efforts differ
from communication in that the new hire has to take the initiative to access them.
 I was shown how to find things on the website the company has for its associates.
 I was given an initial plan that outlined opportunities for my development.
 I was given a glossary of abbreviations and “buzzwords” used throughout the company.
 I was directed to a section of the company website specifically designed for new associates.
 I was given a list of names and contact information of important people within the company.
 My workspace was ready for me (including all supplies, materials, and equipment).

Inform-Training: Planned efforts to facilitate the systematic acquisition of skills, behaviors,
knowledge.
 I was shown a new employee video.
 I was encouraged to observe a fellow associate for a period of time.
 I received on-the-job training on how to perform my job.
 I was given a tour of company facilities.
 I attended an orientation program with other new hires.
 I completed an on-line orientation program.
 I attended a session where presentations were given by fellow associates who were expert on
certain tasks or procedures.

Welcome: Activities that provide opportunities for newcomers to meet and socialize with other
organizational members and/or celebrate the arrival of the newcomer.
 I received a personalized welcome (phone call, email, letter) to the company from a senior
leader.
 I received a personalized welcome (phone call, email, letter) from my manager.
 I was given a welcome kit.
 I participated in exercise to get to know my fellow associates.
 There was a gathering (meeting, welcome lunch) for me to meet my fellow associates.
 A new associate welcome celebration was held.
 I was invited to participate in a social event to get to know fellow associates.
 My family was invited to attend a social activity held outside of work.
 My joining the company was announced in an email, on the company website, or in a
company newsletter.
 Company t-shirts or other items with the company name/logo were given to me.

Guide: Activities that provide a personal guide for each new hire.
 Someone at a higher level than my manager was assigned to be my mentor.
 I had a single point of contact (welcome coordinator) that I could reach out to with any
questions.
 A fellow associate was assigned as my “buddy” to help answer any questions I might have.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 134

Appendix B
Inform-Welcome-Guide Onboarding Practices Survey for Faculty
(Delivered via Online Survey Platform – format altered for Appendix)

Rating instructions and response scale:
Below is a list of activities the institution may have used to help familiarize you with the
university, college, adjunct role, and other faculty/coworkers. For each item, please indicate
whether that activity occurred formally, informally, or did not occur. Select “occurred formally”
if the activity was required and preplanned. If the activity occurred but it was voluntary or
appeared to be spontaneous, select “occurred informally.” Select “occurred formally” if you are
unsure, or if the activity occurred both formally and informally. No organization does all of
these things and many are not relevant for all types of jobs, so it is fine to indicate that activities
did not occur.
Occurred Formally Occurred Informally Did Not Occur
For those items rated as occurring (formally or informally) participants are also asked to indicate
when that activity occurred and how beneficial the activity was:
When did this activity occur? If it occurred multiple times, answer for the first time it occurred.
○ During recruitment & hiring
○ After hired but before 1
st
clinical teaching day
○ During the week after 1
st
clinical teaching day
○ During the month after the 1
st
clinical teaching day
○ During the first semester of employment
○ During the first academic year of employment
○ I don’t remember / don’t wish to answer

Inform-Communication: Planned efforts to facilitate communication with newcomers. It
includes both the provision of one-way messages and opportunities for two-way dialogues.
 I went to a question and answer session where I could ask nursing program or university
leaders questions.
 I was invited to meet with the dean or associate dean
 My department chair set aside a block of uninterrupted time to spend with me.
 I met with a representative from Human Resources.

Inform-Resources: Making materials or assistance available to new hires. These efforts differ
from communication in that the new hire has to take the initiative to access them.
 I was shown how to find important things on the university or college website.
 I was given an initial plan that outlined opportunities for professional development as an
educator.
 I was given a glossary of abbreviations and “buzzwords” used in the nursing program and
university.
 I was directed to a section of the university website specifically designed for new faculty.
 I was given a list of names and contact information of important people in the nursing office,
other faculty, and the university.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 135

Inform-Training: Planned efforts to facilitate the systematic acquisition of skills, behaviors,
knowledge.
 I was shown (or watched) a new employee video.
 Time was arranged for me to observe another clinical instructor for a period of time.
 I received training at the clinical site from an experienced faculty from the nursing program.
 I was given a tour of the nursing department and nearby areas of the university.
 I attended an orientation program with other new faculty or employees.
 I completed an on-line orientation program.
 I attended a session in the simulation lab (or other lab) where clinical faculty demonstrated
tasks or procedures.

Welcome: Activities that provide opportunities for newcomers to meet and socialize with other
organizational members and/or celebrate the arrival of the newcomer.
 I received a personalized welcome (phone call, email, letter) from the university president,
provost, or other university level leader.
 I received a personalized welcome (phone call, email, letter) from the dean or department
chair.
 I was given a welcome kit or items with the university/nursing program logo on them.
 I was invited to participate in activities (faculty meetings, professional development) to get to
know fellow faculty members.
 A gathering (meeting, welcome lunch) for me to meet other faculty and employees.
 I was invited to participate in a social event to get to know other faculty.
 My partner/family was invited to attend a social activity held outside of work.
 When I was hired it was announced in an email, on the college/university website, or
newsletter.

Guide: Activities that provide a personal guide for each new hire.
 An experience clinical faculty member was assigned to be my mentor.
 I had a single point of contact that I could reach out to with any questions.
 Another faculty member was assigned as my “buddy” to help answer any questions I might
have.

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 136

Appendix C
Inform-Welcome-Guide Onboarding Practices Survey for Administrators
(Delivered via Online Survey Platform – Format altered for Appendix)
Please answer regarding clinical adjunct faculty only
Below is a list of activities the institution may have use to help familiarize new adjuncts with the
university, college, adjunct role, and other faculty/coworkers. For each item, please indicate
whether that activity occurred formally, informally, or did not occur. Select “occurred formally”
if the activity was required and preplanned. If the activity occurred but it was voluntary or
appeared to be spontaneous, select “occurred informally.” Select “occurred formally” if you are
unsure, or if the activity occurred both formally and informally. No organization does all of
these things and many are not relevant for all types of jobs, so it is fine to indicate that activities
did not occur.
Occurred Formally Occurred Informally Did Not Occur
For those items rated as occurring (formally or informally) participants are also asked to indicate
when that activity occurred and how beneficial the activity was:
When did this activity occur? If it occurred multiple times, answer the first time it occurred.
○ During recruitment & hiring
○ After hired but before 1st clinical teaching day
○ During the week after 1st clinical teaching day
○ During the month after the 1st clinical teaching day
○ During the first semester of employment
○ During the first academic year of employment
○ I don’t remember / don’t wish to answer
Whether your program offers this activity or not, how beneficial do you think it is for the
adjustment of clinical adjunct faculty?
○ Not at all Beneficial
○ Slightly Beneficial
○ Moderately Beneficial
○ Very Beneficial
○ Extremely Beneficial
○ No opinion / don’t wish to answer

Inform-Communication: Planned efforts to facilitate communication with newcomers. It
includes both the provision of one-way messages and opportunities for two-way dialogues.
 A question and answer session is held where new adjuncts are able to ask nursing program or
If your program is not offering this activity but you believe it would be beneficial for
adjuncts, what is preventing it from being offered?
o Not a university priority
o Not a nursing program priority
o Lack of time (administration)
o Lack of funding
o Lack of interest (nursing faculty)
o Lack of interest (new hire clinical adjunct
o N/A
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 137

university leaders questions.
 New adjuncts are invited to meet with the dean.
 The department chair sets aside a block of uninterrupted time to spend with new adjuncts.
 New adjuncts meet with a representative from Human Resources.

Inform-Resources: Making materials or assistance available to new hires. These efforts differ
from communication in that the new hire takes the initiative to access them. New adjuncts are
 Shown how to find things on the university website
 Given an initial plan that outlines opportunities for their development.
 Given a glossary of abbreviations and “buzzwords” used throughout the university.
 Directed to a section of the university website specifically designed for new faculty.
 Given a list of names and contact information of important people within the university.

Inform-Training: Planned efforts to facilitate the systematic acquisition of skills, behaviors,
knowledge. New adjuncts (are/have)
 Shown a new employee video.
 Time arranged to observe another clinical instructor for a period of time.
 Training at the clinical site from an experienced faculty from the nursing program
 Given a tour of the nursing department and nearby areas of the university
 Attend an orientation program with other new faculty or employees.
 Complete an on-line orientation program.
 Attend a session in the simulation lab (or other lab) where clinical faculty demonstrate tasks
or procedures.

Welcome: Activities that provide opportunities for newcomers to meet and socialize with other
organizational members and/or celebrate the arrival of the newcomer. New adjuncts…
 Receive a personalized welcome (phone call, email, letter) from the university president,
provost, or other university level leader.
 Receive a personalized welcome (phone call, email, letter) from the dean or department
chair.
 Are given a welcome kit or items with the university/nursing program logo on them.
 Participate in an exercise to get to know other faculty members.
 There is a gathering (meeting, welcome lunch) for new adjuncts to meet other faculty and
employees.
 A new faculty welcome event is held.
 Are invited to participate in a social event to get to know other faculty.
 Partners/families are invited to attend a social activity held outside of work.
 Hiring of new adjuncts to the university/college is announced in an email, on the university
website, or in a university newsletter.
 University/college t-shirts or other items with the name/logo are given to new adjuncts.

Guide: Activities that provide a personal guide for each new hire.
 Experience clinical faculty members are assigned to be mentors for new adjuncts.
 A single point of contact is given to adjuncts to answer their questions.
 Another faculty member is assigned as a “buddy” to help answer new adjunct questions.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 138

Appendix D
Structured Follow-up Interview for the
Inform-Welcome-Guide Onboarding Practices Survey

Script Action
As you know, my name is ____________. I am a graduate
student in the Rossier School of Education at the University of
Southern California. I will be doing a semi-structured, follow-up
interview for the survey you completed online. The purpose of
this follow-up is to go into more detail about the onboarding
practices your university used when you first became an adjunct
faculty member.

Monitor nonverbal cues the subject
understands. Clarify as needed.
Before we get started I need to remind you that when you
originally agreed to participate your received an information
sheet for non-medical research and volunteered to participate in
this study. That form included consent to have the interview
recorded. Are you still willing to have this interview recorded?
Show the subject a copy of the
certified information sheet.
If the subject agrees, begin
recording (two recorders).
We are going to start with the activities you reported did occur
when you were hired. Our goal is to get more details about how
beneficial you found the activities and why you feel as you do.
Give a copy of responses, arranged
in the order they will be addressed
in the interview.
This interview is semi-structured because we talk about each item
on the survey in a structured way to get some basic information.
Once I get that information we will then talk about your
experience of the activity so that I can fully understand what you
thought of the experience, if you thought it was helpful, and so on.

Monitor nonverbal cues the subject
understands. Clarify as needed.
For each item on the scale I’ll be asking you to rate how
beneficial the activity was using this 5 point scale. As you can
see:
0 is for Not at all Beneficial;
1 is for Slightly Beneficial;
2 is for Moderately Beneficial;
3 is for Very Beneficial, and;
4 is for Extremely Beneficial
If you have no opinion or don’t wish to answer simply answer or
point to NA. Any questions before we get started?
Place a copy of the scale in front of
the subject in a spot that can easily
be read.

Monitor nonverbal cues the subject
understands. Clarify as needed.
Okay, let’s start with Item # (read the text of the item aloud). You
reported that (read the time frame chosen aloud).

Point to the copy of the subject’s
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 139

Using the scale I placed in front of you, how beneficial to you
would you say this activity was?
responses that was provided earlier,
and then to the scale on the table.
I’d like to know more details about why you made the rating you
did. As best you can recall please tell me about this experience.
Paraphrase, summarize, explore with questions like:
1. Why was that helpful?
2. Could you tell me more about that?
3. So you’re saying that….?

After you have fully explored what happened, ask:
Is there anything about this particular activity you think could
have made it more useful to you? (Tell me about that.)
Listen and ask clarifying questions
as necessary. The goal is to get
both factual details of the
experience and the subject’s
perceptions of the benefits of this
activity.

Okay, let’s go to the next item.

Repeat process above until all
activities are discussed.
Now I’d like to turn to those activities on the survey that you
indicated did not occur. I’d like you to use the same rating scale
to indicate how beneficial the activity might have been had it
happened.
Let’s start with Item # (read the text of the item aloud). You
reported this did not happen.
Using the scale I placed in front of you, how beneficial to
you would you say this activity would have been had it
happened?
Paraphrase, summarize, explore with questions like:
1. Why would that be helpful?
2. So you’re saying that….?
3. How did you compensate for not receiving….?

Read, get ratings and discuss each
item in sequence.

Point to the copy of the subject’s
responses that was provided earlier,
and then to the scale on the table.
Well we’ve gone over all the items on the survey. The items were
derived from research into onboarding practices that have been
found to be helpful for newly hired staff, but that doesn’t mean it
captures all of what was done for you by the university or clinical
facility. Can you think of any noteworthy activities you
participated in as a new hire that weren’t covered in our
conversation?
Anything that wasn’t covered that you believe would have been
particularly helpful?

That wraps it all up. Thank you so much for your time and
willingness to participate in this study.
Turn off recorders.
ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 140

Appendix E
Benefit Rating Scale for Interview Protocol

In your opinion, how beneficial was this activity or item in helping you to adjust to your new
position or organization?
0 Not at all Beneficial
1 Slightly Beneficial
2 Moderately Beneficial
3 Very Beneficial
4 Extremely Beneficial
N/A No opinion or don’t wish to answer

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 141

Appendix F

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 142

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 143

Appendix G

ORGANIZATIONAL ONBOARDING AND ENGAGEMENT 144

Abstract (if available)

Abstract The organizational socialization literature identifies specific needs of newly hired employees: role clarity, occupational self‐efficacy, and social acceptance. Organizations help meet these needs by providing onboarding (orientation and engagement) practices that facilitate newcomer adjustment. This leads to increased employee satisfaction and retention. The purpose of this qualitative study was to identify the benefit of onboarding practices that nursing programs use with adjunct clinical nursing faculty and determine if these practices contribute to organizational socialization. Eight nursing adjuncts from three universities completed an online pre‐interview survey and participated in a semi‐structured interview where they rated the benefit of best and common onboarding practices. An administrator from each university also completed an online version of the survey. Findings from the study revealed consistent benefit ratings of the majority of practices by participants. Some practices were deemed essential and their absence was detrimental for the adjunct, students, and institution. Administrator perceptions of benefit were equal to, or higher than, adjunct ratings. Adjunct participant responses supported their need for an onboarding process that promotes role clarity, self‐efficacy, and social acceptance. Those who experienced quality onboarding expressed feelings of satisfaction with their jobs and greater allegiance to their programs than those with poor experiences. This study has implications for nursing education because retention of engaged, satisfied adjuncts is a cost‐effective way to supplement the limited pool of full‐time nursing faculty. Both adjuncts and administrators identified benefits of the majority of practices, so nursing programs would be well‐served by offering a thorough and efficient onboarding process to adjunct faculty. This study also adds to the limited literature that examines the impact that specific onboarding practices have on organizational socialization of new employees.

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Asset Metadata

Creator Elting, Julie Anne Kientz (author)

Core Title Organizational onboarding and socialization of adjunct clinical faculty in nursing education

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/23/2015

Defense Date 03/06/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag clinical adjuncts,nursing education,OAI-PMH Harvest,onboarding,organizational socialization

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Picus, Lawrence O. (committee chair), Brewer, Dominic J. (committee member), Datta, Monique C. (committee member)

Creator Email drjelting@gmail.com,jelting@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-557710

Unique identifier UC11301061

Identifier etd-EltingJuli-3376.pdf (filename),usctheses-c3-557710 (legacy record id)

Legacy Identifier etd-EltingJuli-3376.pdf

Dmrecord 557710

Document Type Dissertation

Format application/pdf (imt)

Rights Elting, Julie Anne Kientz

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

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