The transition from clinician to academic in nursing and allied health: A qualitative meta-synthesis

SummaryObjectivesThe meta-synthesis provides a collective qualitative understanding of the transition experience from nursing and allied health clinician to academic. This understanding assists the preparation for those making the transition as well as giving guidance to those who have recently commenced in academia.DesignPublished qualitative studies about the transition from clinician to academic were systematically selected in order to integrate their findings in a meta-synthesis.Data sourcesDatabases searched were CINAHL, EMBASE, MEDLINE, SCOPUS, ‘Education Research Complete’, and ‘Academic Search Premier’.Review MethodsThe search terms used were academ* OR facult* AND transition. The search was further refined by adding the terms qualitative AND clinic* OR practit* OR profession*. Studies were appraised for credibility, neutrality and relevance. Findings along with direct quotes were extracted from the studies and thematic analysis was used within an interpretative framework.ResultsSeven studies were included in the meta-synthesis. The included studies were from nursing, physiotherapy, health and social care. The central theme was a shift in identity from clinician to academic which involved a progression through 4 phases over a period of 1–3 years. These phases were; ‘feeling new and vulnerable’; ‘encountering the unexpected’; ‘doing things differently’ and ‘evolving into an academic’.ConclusionNew academics felt unsettled and uncertain in the initial phases of transition. It is proposed that these challenges are related to difficulty extracting tacit knowledge and immersion in a new culture. The change of values and beliefs to adapt to the new culture require a concurrent identity shift which can take up to three years. Newcomers need collegial and institutional guidance with prioritization of tasks to address the multiplicity of the academic role and avoid frustration and disillusionment.