The transition experiences of novice mid-level academic nurse leaders from educators to administrators: A qualitative study

Abstract

Objective: The shortage of academic nurse leaders (ANLs) is imminent and creates a crisis for the nursing profession. Academic administrators influence the nursing workforce’s preparation. When nursing programs and educators fail to address the urgent nursing shortage, this can result in short- and long-term impacts for the nursing profession. The purpose of this qualitative study was to explore the experiences of novice mid-level ANLs who transitioned from educators to academic administrators.

Methods: A basic qualitative research design was conducted to gain insight into the transition experiences of 10 novice mid-level ANLs. A purposeful sampling technique was used to recruit and select qualified study participants. Individual interviews via Zoom were used to collect data from participants. The researcher used a semi-structured, open-ended interview protocol. A thematic analysis with a constant comparison method, was used to analyze the data.

Results: The interview results yielded six themes, which included (1) transitioning into an academic nurse leader, (2) role preparation and professional development, (3) having support, (4) insufficient time, (5) public challenges, and (6) feeling confident but still learning.

Conclusions: The study results revealed that role preparation, professional development, and support were essential facilitators during the transition process. The results also suggested that early role preparation of emerging ANLs could build a cadre of qualified, well-prepared academic administrators, thus ensuring academic leadership succession. Recommendations for practice included role socialization, individualized leadership development programs, and formal structured mentoring.