Nurse education today · 2026
Early-career nurse academics' experiences of identity, workload, and retention in Türkiye: A qualitative study.
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Аннотация
BACKGROUND: The quality of nursing education is intrinsically linked to the sustainability of the academic workforce. Early-career nursing academics are particularly vulnerable to professional burnout and the risk of leaving academia due to heavy workloads, uncertain career pathways, and limited mentorship.
AIM: This study aimed to explore in depth the experiences of early-career nursing academics in Türkiye regarding their academic identity development, workload, institutional expectations, and intentions to remain in academia.
METHODS: A qualitative, descriptive phenomenological approach was adopted. Semi-structured online interviews were conducted with 13 early-career nursing academics from various universities across Türkiye. Data were analyzed using Colaizzi's phenomenological analysis method.
FINDINGS: Five main themes emerged: (1) Negotiating Academic Identity, (2) Unsustainable Workload and Structural Pressures, (3) Fragile Institutional Support and Mentorship Structures, (4) Preserving Professional Meaning and Belonging, and (5) Fragile Retention in Academia. Participants described a sense of being positioned between a student and an academic. They highlighted "invisible labor" such as administrative tasks and accreditation processes as a significant burden that hinders research productivity. While professional commitment and the motivation to educate future nurses serve as protective factors, persistent structural constraints pose a threat to long-term career sustainability.
CONCLUSION: Retaining skilled nurse academics requires more than individual dedication. It is essential to implement comprehensive institutional strategies, including structured mentorship programs, equitable workload distribution, and supportive leadership, to ensure a resilient and sustainable nursing educator workforce.
AIM: This study aimed to explore in depth the experiences of early-career nursing academics in Türkiye regarding their academic identity development, workload, institutional expectations, and intentions to remain in academia.
METHODS: A qualitative, descriptive phenomenological approach was adopted. Semi-structured online interviews were conducted with 13 early-career nursing academics from various universities across Türkiye. Data were analyzed using Colaizzi's phenomenological analysis method.
FINDINGS: Five main themes emerged: (1) Negotiating Academic Identity, (2) Unsustainable Workload and Structural Pressures, (3) Fragile Institutional Support and Mentorship Structures, (4) Preserving Professional Meaning and Belonging, and (5) Fragile Retention in Academia. Participants described a sense of being positioned between a student and an academic. They highlighted "invisible labor" such as administrative tasks and accreditation processes as a significant burden that hinders research productivity. While professional commitment and the motivation to educate future nurses serve as protective factors, persistent structural constraints pose a threat to long-term career sustainability.
CONCLUSION: Retaining skilled nurse academics requires more than individual dedication. It is essential to implement comprehensive institutional strategies, including structured mentorship programs, equitable workload distribution, and supportive leadership, to ensure a resilient and sustainable nursing educator workforce.