Transition from clinician to academic: an interview study of the experiences of <scp>UK</scp> and Australian Registered Nurses

Logan, Patricia; Gallimore, David; Jordan, Sue

doi:10.1111/jan.12848

Cited by 51 publications

(47 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There was evidence that newcomers to nursing academia were not sure what to expect (McDermid, Peters, Daly, & Jackson, ), and the lack of role clarity represented a source of additional stress. Logan et al () explored and compared the change of roles from a clinician to a nurse academic within the UK and Australia. The study highlighted the importance of support needed in postdoctoral study during this change of roles.…”

Section: Resultsmentioning

confidence: 99%

“…Many writers including those in the United Kingdom (UK), United States of America (USA), Canada and Australia (Biron, Brun, & Ivers, ; Logan, Gallimore, & Jordan, ) have raised the increasing stress experienced by academics. Likewise, the consequences of occupational stress include decreased job satisfaction, mental ill health and low morale and have been well reported in various countries and national surveys (Shaw, ; Watts & Robertson, ; Winefield et al, ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Occupational stress facing nurse academics—A mixed‐methods systematic review

Singh

Cross

Munro

et al. 2020

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aim To better understand occupational stress faced by nurse academics. Methods A mixed‐methods systematic review, following the Joanna Briggs Institute [JBI], (Joanna Briggs Institute Reviewers’ Manual: 2014 edition, 2014) process. Studies were assessed for quality and risk of bias by using standardised critical appraisal instruments from the Joanna Briggs Institute. In addition, processes and reporting were checked against the Equator guidelines. See Appendix S1. Results The review revealed that nursing academics do experience occupational stress, including burnout. Occupational stress for academic nurses is associated with various factors including work–life balance, workload issues, resources and support, and adapting to change. However, much of the literature focuses on nurses during the initial transition from clinical to academic environment, with rather less focus on established mid‐to‐late career nurse academics. Discussion Occupational stress and burnout are evident in the university academic workforce, adversely affecting the well‐being of academic nurses, and the long‐term sustainability of the academic nursing workforce. While there is considerable literature focusing on the novice academic nurse, particularly during the transition period, rather less is known about occupational stress among academic nurses across the career trajectory. Various strategies to deal with the negative consequences of occupational stress are identified, including (a) quality mentors for novice and younger nursing academics; (b) training in resilience building for novice academics; (c) supporting collegial relationships and reducing bullying; (d) assistance for professional development and research; (e) better support and resources to overcome increasing workloads; and (f) greater work‐related empowerment to enhance job satisfaction. Conclusion There is a need for a broader whole‐of‐career research focus to more fully identify, explore and mitigate the occupational stressors that negatively affect the academic nurse workforce. Relevance to clinical practice A strong and resilient academic nurse workforce is essential for the sustainability of the profession. Organisations should review their work practices and provide greater work‐related empowerment to reduce occupational stressors among nursing academics.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Occupational stress facing nurse academics—A mixed‐methods systematic review

Singh

Cross

Munro

et al. 2020

Journal of Clinical Nursing

View full text Add to dashboard Cite

show abstract

“…Is it fair to blame our nurse academics for the absence of managerial support, good role models, mentors and research teams? Mentoring and role modelling by more experienced nurse academics help to develop academic skills and a stable academic identity (Logan et al., ; Robichaud‐Ekstrand, ). Furthermore, collaboration with peers helps new nurse academics gain confidence (Hemmings & Kay, ).…”

Section: Discussionmentioning

confidence: 99%

“…Increasingly, more weight is being put on nurses’ work because of the focus on prevention and self‐management in patient care in Europe (EU ). Apparently, the lack of strong, visible clinical and academic leadership, role models, and organisational support is detrimental, and now, we have a low level of evidence‐based practice in nursing (Logan, Gallimore, & Jordan, ; Oude Rengerink et al., ; Ubbink, Guyatt, & Vermeulen, ). Therefore, particularly university hospitals should aid and encourage nurses who are willing to combine clinical practice and academic work: they are the clinical nurse academics (Coombs, Latter, & Richardson, ; Latter et al., ; Staffileno et al., ).…”

Section: Introductionmentioning

confidence: 99%

Combining clinical practice and academic work in nursing: A qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals

Oostveen

Goedhart²,

Francké

et al. 2017

Journal of Clinical Nursing

121

View full text Add to dashboard Cite

A culture change would require a show of leadership that would promote and enable combined research, teaching and clinical practice and that would introduce clinical academic career pathways for nurses. Meanwhile, nurse academics should collaborate with established medical academics for whom combined roles are mainstream, and they should take advantage of their established infrastructure for success.

show abstract

“…There are concerns that nurses might not have enough knowledge to understand statistics in research papers, thwarting implementation of evidence-based nursing (Bonner and Sando, 2008;Stichler et al, 2011), safe patient care (Huryk, 2010) and the publishing of quantitative research findings (Hayat et al, 2015;Logan et al, 2015). Our experience in Tehran suggests that nurses' interest in statistics is increasing, and many would be comfortable interpreting our study findings.…”

mentioning

confidence: 85%