Transition to Nursing Faculty: Exploring the Barriers

Bagley, Katie; Hoppe, Lesa; Brenner, Gail Hanson; Crawford, M.H.; Weir, Melissa

doi:10.1016/j.teln.2018.03.009

Cited by 29 publications

(15 citation statements)

References 7 publications

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“…At Level 1 (reaction), intern experiences once enrolled upon the programmes are overwhelmingly positive, as identified in previous studies [ 17 , 30 – 33 ]; outcomes generally met or surpassed their expectations. However, the competition for places was strong and many respondents highlighted variability in admissions policies, with Masters’ degrees viewed as either an advantage or a barrier to entry.…”

Section: Discussionmentioning

confidence: 72%

“…Respondents concurred that competition for places was high and viewed as 'insurmountable' by some; additional barriers to progression included the absence of research career frameworks, role models and clinical academic recruitment opportunities. Clinical academic posts are indeed rarely advertised [27] and are often held at pay scales that respondents suggest do not reflect the level of responsibility of the role, a trend noted both nationally and internationally [17,30,34,36]. Since completion of the higher level ICA doctoral fellowship programmes, many award recipients had transitioned to an academic position or a clinical post (with no formal sessions for research) [14].…”

Section: Progression Beyond the Internshipmentioning

confidence: 99%

“…Internationally cited structural and organisational barriers to progression from research Internships include a recognition of low pay for research-related roles compared with the expected responsibility [17,30,34,36]. While there are examples of such roles in the United States leading to financial reward during and post completion of internships and post-graduate study [36], the lack of financial support for internships was seen as a fundamental barrier internationally [17,18,33,36].…”

Section: Introductionmentioning

confidence: 99%

“…Internationally, variations on the NIHR Internship model are noted, with performance managed against a range of measures, including completion rates [ 29 ]. The majority of research interns have a very positive experience [ 17 , 30 – 33 ]. They also report increased confidence and competence, job satisfaction, increased knowledge and skills for hands-on practice, critical thinking in practice, changing practitioner–patient relationships and enhanced communication skills [ 9 , 16 – 18 , 30 , 33 – 39 ].…”

Section: Introductionmentioning

confidence: 99%

“…Beyond the Internships, the benefits are wide-ranging and long-lasting and include encouraging others, greater involvement in decision-making, increase in motivation, confidence and assertiveness skills, positive impact on service and patient care, increased confidence in writing and speaking skills, and opportunities to teach [ 9 , 16 – 18 , 30 , 33 – 40 ]. Research opportunities following the Internship include integration into a research team, conducting their own research and being a Principal investigator, or being involved in the development of research projects [ 9 , 17 , 33 , 40 ].…”

Section: Introductionmentioning

confidence: 99%

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The role of Allied Health Professions and Nursing Research Internships in developing a research culture: a mixed-methods exploration of stakeholder perspectives

Nightingale

Fowler-Davis

Grafton

et al. 2020

Health Res Policy Sys

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Background Developing research capability and capacity within the healthcare professions is a challenge throughout diverse international settings. Within England, the National Institute for Health Research aimed to address these challenges through the Integrated Clinical Academic (ICA) research careers escalator for nurses, midwives and allied health professionals. Poor academic progression has been identified in the advanced stages of the pathway, though progression from the earlier entry point (Internship) has not previously been investigated. A national evaluation of four completed Internship cohorts was undertaken to explore stakeholder perspectives and progression beyond the Internship programme. Methods A mixed methods project used sequential qualitative and quantitative data collection phases commencing with two stakeholder focus groups (n = 10); the findings informed the development of an online survey distributed to previous cohorts of interns (n = 104), their managers (n = 12) and academic mentors (n = 36). Eight semi-structured interviews subsequently explored the challenges and opportunities afforded by the internships. Thematic analysis was used to review qualitative data from focus groups and interviews, with survey data analysed and displayed using descriptive statistics. Synthesis of data from each phase is displayed within the four level evaluation framework outlined within the New World Kirkpatrick® Training Evaluation Model. Results Important regional differences exist yet the internships are highly valued by all stakeholders. Representation varied between different professions, with nursing and some service-based professions poorly represented. All interns successfully completed the programme (n = 104), with evidence of positive impacts on interns, colleagues and patient care. Balancing research commitments with clinical activity was challenging; middle managers were seen as gatekeepers to programme success. Progression to the next stage of the ICA pathway is highly competitive and was achieved by only a quarter of interns; access to mentors outside of the funded programme is vital for a successful transition. Conclusions The Internship programme succeeds in providing a range of important early experiences in research, though progression beyond the programme is challenging due, in part, to a widening gap between Internship and the next level of the ICA framework. Vital mentorship support to bridge this gap is threatened by a lack of time and funding; therefore, the pursuit of a clinical-academic career will continue to be elusive for many nurses and allied health professionals. A partnership approach to clinical academic support at institutional level is needed with several international models offering alternative strategies for consideration.

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Section: Discussionmentioning

confidence: 72%

Section: Progression Beyond the Internshipmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The role of Allied Health Professions and Nursing Research Internships in developing a research culture: a mixed-methods exploration of stakeholder perspectives

Nightingale

Fowler-Davis

Grafton

et al. 2020

Health Res Policy Sys

View full text Add to dashboard Cite

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Dental hygiene students’ and recent graduates’ intentions, attitudes, and perceptions of academic careers

Reis,

Boyd,

Smith

et al. 2024

Journal of Dental Education

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PurposeThe purpose of this study was to explore dental hygiene students’ and recent graduates’ awareness, attitudes, perceived barriers, motivators, and intentions to pursue a career in academia as a dental hygiene educator.MethodsCross‐sectional survey research was conducted with a non‐probability sample of dental hygiene students and recent graduates (n = 451). The survey included sections for familiarity regarding academic careers for dental hygienists, attitudes toward academic careers, barriers and motivating factors for this career path, and future academic career intentions. Analysis included descriptive, correlations, and regression.ResultsOf 451 surveys started, 296 were at least 80% complete for a completion rate of 66%. The most reported barrier to a career in academia was the cost to obtain the required degree to become an educator (67.6%, n = 200), and for motivating factors was a sense of accomplishment (62.8%, n = 186). Regression analysis of likelihood to pursue a higher education degree showed two main predictors; belief that higher education would advance the dental hygiene profession (β = 0.35, p < 0.001) and willingness to take a pay cut to become an educator (β = 0.24, p < 0.001).ConclusionsOverall dental hygiene students and recent graduates were familiar with and had a positive view of careers in academia. However, barriers included cost and time for obtaining a higher degree, as well as the pay differential between academia and private practice. The educator shortage in dental hygiene may be alleviated by providing educators with loan forgiveness and offering salaries comparable to clinical practice.

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Habitus, social capital, leadership, and reflection: insights for early career nurse academics

2022

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Transition to Nursing Faculty: Exploring the Barriers

Cited by 29 publications

References 7 publications

The role of Allied Health Professions and Nursing Research Internships in developing a research culture: a mixed-methods exploration of stakeholder perspectives

The role of Allied Health Professions and Nursing Research Internships in developing a research culture: a mixed-methods exploration of stakeholder perspectives

Dental hygiene students’ and recent graduates’ intentions, attitudes, and perceptions of academic careers

Habitus, social capital, leadership, and reflection: insights for early career nurse academics

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