The transition of clinical nurses to academic roles: an interpretative phenomenological inquiry into identity development

• New to faculty staff struggle with conflicting identities. • Professional development opportunities include IT development as well as traditional teaching roles. • Peer support networks are key to integration. The transition from clinical practice to academia represents a profound career shift for nurses, involving significant changes in professional identity, skill application, and work environment. To explore the experiences of nurses who had recently made the transition from a clinical nursing role to an academic teaching role. An interpretive phenomenological approach was adopted. This was enhanced through using communities of practice as a theoretical lens. Semi-structured interviews were conducted with seven (7) nurses from across the UK. Interviews were participant led, allowing them to discuss elements of their professional identity, both old and new. Reflexive thematic analysis was used to analyze the collected data. The following themes were identified within the analysis: finding my passion; institutional and colligate support; and acceptance of new(er) identity. There is a need for structured onboarding programs and robust peer support networks to effectively integrate and sustain communities of practice; ongoing professional development opportunities, particularly in areas such as information technology (IT), were identified as pivotal to aiding adaptation to academic roles.