Factors Motivating Nurses to Transition from Clinical to Academic Education

Abstract

Background: Around the world, there are some problems facing nursing education and production of new nurses; one of the problems is a shortage of qualified nurse faculty members. Objectives: The objectives of the study are (1) to explore factors motivated Saudi nurses working at nursing faculties to transition from clinical practice to academy and (2) to clarify the challenges of the transition into nursing colleges at universities. Subjects and Methods: This was a descriptive, qualitative study. A semi-structured interview was implemented with nine lecturers from four Saudi Universities. Data were analyzed using thematic analysis. Results: This study publicized three themes from the experience of Saudi nurses moving from clinical practice to academy: appealing factors in academic work, including four subthemes; factors that helped integrate into academic work, including two subthemes; and factors that contributed to the transition from clinical practice to academy, including two subthemes. Conclusion: Searching for change, continuing postgraduate studies, academic social life, and a positive academic work environment are common factors motivating nurses to transfer from clinical bedside nursing care into academic teaching.

The Experiences of Newly Graduated Nurses during Their First Year of Practice

“…NGNs may initially struggle with these aspects, leading to stress and feeling overwhelmed [10,12]. Additionally, workload may cause nurses to stop working on the clinical side [13]. Consequently, it is essential to understand the factors that contribute to the successful integration of NGNs into the work environment [14] and to understand Benner's model and Duchscher's theory to establish a baseline for NGNs to facilitate their integration into the workplace [15].…”