The anticipated nursing shortage in the United States is well documented and continues to be a topic of discussion. A nationwide solution has been for nursing programs to increase their enrollment of nursing students. This could be difficult for many nursing schools; as many have a shortage of qualified nursing faculty with which to instruct additional students. Research shows that various colleges and universities are using adjunct or part-time faculty to fill the gaps of faculty vacancies. This dissertation seeks to identify useful practices when working with adjunct nursing faculty.

The purpose of this narrative phenomenological study was to describe the lived experiences and perceptions of novice clinical adjunct nursing faculty members who have less than two years teaching experience. The participants of the study included novice faculty members who provide direct supervision of pre-licensure nursing students and work in private nursing colleges and universities in the Midwest.

This study attempted to describe the lived experiences and perceptions of novice clinical adjunct nursing faculty. Data analysis resulted in identification of five themes expressed in the following terms; (1) eye-opener, (2) excite/unsure, (3) lack of preparation, (4) empowerment, and (5) development of relationships. By using various communication techniques and strategies to "stay in touch" with the novice clinical adjunct nursing faculty, educational institutions will benefit from retention, satisfaction, and loyalty of their adjunct or part-time faculty.

Key terms: adjunct nursing faculty; adjunct faculty; part-time faculty; retention, recruitment; orientation