Document Type
Journal Article
Publication Title
Nurse Education in Practice
Volume
79
Publisher
Elsevier
School
School of Nursing and Midwifery
Abstract
Aim: The aim of this pilot study was to explore clinician's experience of transitioning from midwifery clinical practice into university in an academic teaching role within one jurisdiction in Australia. Background: There is a dire shortage of midwifery academics globally. In Australia the shortage is symbiotic with the persistent deficit in the midwifery clinical workforce, which is the predominant recruitment pool for universities. The midwifery workforce cannot be replenished without sufficient academics to provide education. Design: Phenomenology was selected as the most appropriate research approach for the study seeking to illuminate the lived experiences of clinicians as they transition into their new role as academics. Methods: Seven participants were recruited purposively from one jurisdiction in Australia between November 2022 and March 2023. Qualitative conversational interviews were performed facilitating each participant to share their narrative. Participants were then able to direct the conversation to share their lived experience of the transition from a midwifery clinician in practice to a midwifery academic in a university. Demographic details were collected for context. Results: Thematic analysis was used following Giorgi's four stage phenomenological process. Four themes were identified from commonalities between the participants, ‘Being a drifter”, ‘Keeping a foot in both camps to maintain clinical credibility’, ‘In at the deep end: Not prepared for the reality of academia’ and ‘Best of both worlds’. Conclusions: The lived experiences of the participants in this study, as they transitioned from clinical midwifery practice to academia can be related to the Theory of Transition where participants navigate: Preparation, Encounter, Adjustment and Stabilisation. A new role in higher education requires adjustment to the reality of working in academia. Midwives who had experiences of being a casual staff member felt they had the best of both worlds, as they gained an insight into the role of an academic whilst remaining in clinical practice. However, many reported that mentorship would have been beneficial to facilitate stabilisation.
DOI
10.1016/j.nepr.2024.104071
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Gray, M., De Leo, A., Baker, M., & Jefford, E. (2024). The lived experience of midwives’ transitioning from a clinical role into teaching in higher education in one jurisdiction of Australia: A pilot study. Nurse Education in Practice, 79, 104071. https://doi.org/10.1016/j.nepr.2024.104071