Invisible Climb: Addressing the Emotional and Structural Barriers to Clinical Faculty Promotion

BACKGROUND: Clinical faculty on nontenure academic tracks are vital to nursing education, yet they face significant emotional and structural barriers to promotion. This article explores how vague criteria, inequitable recognition, and institutional neglect create environments that foster burnout, imposter syndrome, and disengagement. METHOD: Drawing from literature, case studies, and personal accounts, the authors reveal how promotion ambiguity undermines faculty well-being and retention. RESULTS: Recommendations are offered to enhance clarity, mentorship, and psychological safety in promotion processes. CONCLUSION: This call to action highlights the urgent need for academic institutions to equitably support clinical educators and acknowledge their indispensable role in shaping the nursing workforce.