Enhancing induction and support for nurses transitioning to academic roles in higher education: a service evaluation

Moving from a career in clinical nursing to academia is a major shift that comes with various challenges. Many new lecturers are unprepared for the demands of teaching, research and curriculum development, which significantly differ from the fast-paced, patient-focused nature of clinical practice. This article details a service evaluation that was undertaken to explore the initial experiences of new nurse lecturers. Three respondents who had recently transitioned from clinical nursing practice to academia completed a qualitative questionnaire on their experiences. The service evaluation identified issues such as ineffective induction programmes, a lack of training in teaching skills and limited access to mentorship. Respondents also described challenges in adjusting to academic culture, managing their workload and understanding institutional policies, which often left them feeling overwhelmed and unsupported. The findings suggest a need for tailored induction programmes for nurses transitioning to academia, incorporating targeted training in pedagogy, structured mentorship and continuing professional development.