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A Qualitative Descriptive Study on the CRNA Transition to Academia
Denise J Stuit1, Travis L Chabo2, David Hart3
1Assistant Education Director at University Health Truman Medical Center School of Nurse Anesthesia, Kansas City, Missouri.
AANA Journal
|July 23, 2026
Summary
This study explored Certified Registered Nurse Anesthetists' (CRNAs) transition into academia. Findings reveal challenges with mentorship and resources, highlighting the need for better support systems for CRNA educators.
Area of Science:
- Nursing Education
- Academic Transition
- Qualitative Research
Background:
- Limited research exists on Certified Registered Nurse Anesthetists (CRNAs) transitioning into academic roles.
- Understanding this transition is crucial for maintaining the CRNA education pipeline.
Purpose of the Study:
- To explore the experiences of CRNAs moving from clinical practice to academia.
- To identify factors influencing their academic entry, adjustment, and persistence.
Main Methods:
- Qualitative descriptive study utilizing seven focus groups with CRNA educators and administrators.
- Inductive content analysis of transcripts with thematic development and team consensus validation.
Main Results:
- Three themes emerged: "Natural Progression," "On My Own," and "Staying Power."
- CRNAs often entered academia gradually via existing connections.
- A lack of formal mentorship and resources characterized the early transition phase.
- Sustained commitment was driven by legacy, flexibility, and institutional benefits.
Conclusions:
- Effective mentorship and orientation programs are essential for CRNA educators.
- Developing faculty pathways can enhance recruitment and retention in CRNA programs.
- Addressing transition challenges is vital for safeguarding the future of CRNA education.
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