Challenges and strategies of early career nurse scientists when the traditional postdoctoral fellowship is not an option

Characteristics of early-career nurse researchers negatively impacted during the COVID-19 pandemic: a cross-sectional study

“…It also has a significant impact on the activities of researchers in creating, conducting and publishing research, such as writing papers, obtaining research funding and networking with other researchers 2 3. Early-career researchers generally need support and mentoring to obtain research funding and form research management teams 4 5. Researchers in this growth phase have been reported to be particularly affected by critical and rapid changes in the research environment caused by the COVID-19 pandemic 3…”

Leadership of PhD‐prepared nurses working in hospitals and its influence on career development: A qualitative study

“…To realise this, it is imperative to define clinical entry criteria, models for career progression and develop bridges between the faculty and clinical settings (Baltruks & Callaghan, 2018 ). Also, careful investments should be made to support PhD‐prepared nurses by means of orientation into the academic work by developing supportive networks (Bryant et al, 2015 ; Rice et al, 2020 ), access to mentoring (Cullen et al, 2017 ; Hafsteinsdóttir et al, 2017 ; Nowell et al, 2017 ) and leadership and professional development programmes (Bryant et al, 2015 ; Rice et al, 2020 ; van Dongen et al, 2021 ). Although opportunities like these are more common in North America, some initiatives are taking place in European countries, like the Dutch Leadership Mentoring in Nursing Research Programme (Hafsteinsdóttir et al, 2020 ; van Dongen et al, 2021 ) and the European NurseLead programme, which acknowledge and take seriously the need to educate both doctoral nursing students and PhD‐prepared nurses in the wider range of competences to build sustainable careers in various areas of health care, education and academe (Hafsteinsdóttir et al, 2017 ).…”

“…To realise this, it is imperative to define clinical entry criteria, models for career progression and develop bridges between the faculty and clinical settings (Baltruks & Callaghan, 2018). Also, careful investments should be made to support PhD-prepared nurses by means of orientation into the academic work by developing supportive networks (Bryant et al, 2015;Rice et al, 2020), access to mentoring (Cullen et al, 2017;Hafsteinsdóttir et al, 2017;Nowell et al, 2017) and leadership and professional development programmes (Bryant et al, 2015;Rice et al, 2020;van Dongen et al, 2021). Although opportunities like these are more common in North America, some initiatives are taking place in European countries, like the Dutch Leadership…”

Neonatal nursing led research activity in the UK: a survey of current practice

“…In neonatal nursing various studies have identified nursing research priorities both globally and within Europe; the research interests of participants in this study are all reflected in these studies highlighting the potential to develop networks of enthusiastic, motivated neonatal nursing led research teams who can highlight the impact of evidence-based interventions within the UK in areas including staff education, parental involvement, medical errors and end-of-life care [ 41 , 42 ]. At a time when organisational resources in academic and clinical practice resources are low, strategies such as professional networking, collaboration with outside institutions and, for those teaching in Institutions, working with students (and their mentors in practice) to align similar research interests to facilitate research, must be encouraged to allow nurses to engage with research [ 43 , 44 ]. There is huge scope for neonatal nurse led research which could transform experiences and outcomes of families, and we must encourage and support nurses to embrace these opportunities.…”