School of Nursing
College of Behavioral, Social and Health Sciences
Contact: 864-656-3271 or firstname.lastname@example.org
Sheri Webster is a graduate of Clemson University School of Nursing baccalaureate program and GA Baptist College of Nursing at Mercer University MSN program with a concentration in nursing education. She completed her PhD in Nursing Science in December 2015 at the University of South Carolina College of Nursing where she was also selected as the first nationally recognized Jonas Nurse Leader Scholar in the state. At present, she is an Assistant Professor of Nursing at Clemson and teaches nursing leadership and management in the baccalaureate, accelerated second degree, and RN-BS programs. Prior to her career in academia, she served as the Assistant Director of the GA Poison Center where her research focused on workforce within the nation’s poison control centers. She is a member of nursing’s honor society, Sigma Theta Tau International, the American Nursing Association, South Carolina Nurses Association, Southern Nursing Research Society, and the Council on Advancement of Nursing Science. Currently, she is working to expand her doctoral research on newly licensed registered nurses’ interrupted transitions to practice from the perspective of the nurse managers who hire them and the preceptors who orient them: the nature of transitions, transition conditions, patterns of response, and nursing therapeutics (Meleis, Sawyer, Im, Messias, & Schumacher, 2000).
For more information, see her Curriculum Vitae.
Supplying a nursing workforce sufficient to meet the national demand is critical in today’s healthcare environment. Recruitment, orientation, and professional development impact the financial health of an institution, especially if those who are hired leave the institution within the first 12 months of employment. There is research on interrupted transitions from the perspectives of the newly licensed registered nurses (NLRNs) who leave, but little is known about the interruptions from the perspectives of the nurse managers and preceptors who hire and orient them. More knowledge is needed to determine the process of how an organization is redefining and reorienting itself as NLRNs are hired and assimilated into the institutional culture. Nurse educators and practicing nurses as well as organizational business leaders must collaborate in a holistic approach investigate the critical process of transition to practice
Transition to practice, Newly licensed registered nurses, Retention, Onboarding, Transition, Organizational transition, Qualitative research