Nurse education today · 2026
Lived experiences of nurse academics, motivations and threats: Qualitative evidence synthesis review.
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Hennefer Dawn, Humble Darryl, Heaslip Vanessa
Аннотация
INTRODUCTION: Preparatory nursing education has undergone progressive changes including a shift to studying within universities, requiring nurse educators to evolve and develop. This transition from trainer to academic educator has not been without problems, especially balancing the dual demands of being both a nurse and an academic. With a global shortage of nursing academics, understanding the challenges they face within their everyday work is crucial to ensure a stable international workforce of the future.
AIM: This qualitative evidence synthesis examines published international literature of nurse academics lived experience of working in universities, exploring what motivates them to remain in academia.
DATA SOURCES: Six databases, Medline via Ovid, CINAHL, ERIC, British Nurse Index, Pub Med and Scopus were explored, searching for research studies published between 2013 and 2026. This review was undertaken using the PRISMA 2020 guidance.
METHODOLOGY: Thematic analysis was used to analyze the data in this qualitative evidence synthesis review.
FINDINGS: 14 studies included in the review identified five themes: Academic Identity, Motivation, Threats, External Perceptions of nursing as an academic discipline and Human Factors. Career opportunities and professional advancement were seen as motivators, but high workloads, role and identity conflict and a disconnect with the organization were seen as threats.
CONCLUSION: This review identified both motivators and threats to remain in academia. Undertaking research and Doctoral studies were seen as motivators and contributed to academic identity formation, connectivity with other nurse academics helped to maintain nursing identity, both which cemented one's role in academia, despite conflict between the duality of both identities. High workloads, a lack of support and development, poor workplace culture and work life imbalance were seen as threats within their organization. Further research to understand what motivates experienced nurse academics to remain in nurse academia is crucial to protecting the future nursing workforce.
AIM: This qualitative evidence synthesis examines published international literature of nurse academics lived experience of working in universities, exploring what motivates them to remain in academia.
DATA SOURCES: Six databases, Medline via Ovid, CINAHL, ERIC, British Nurse Index, Pub Med and Scopus were explored, searching for research studies published between 2013 and 2026. This review was undertaken using the PRISMA 2020 guidance.
METHODOLOGY: Thematic analysis was used to analyze the data in this qualitative evidence synthesis review.
FINDINGS: 14 studies included in the review identified five themes: Academic Identity, Motivation, Threats, External Perceptions of nursing as an academic discipline and Human Factors. Career opportunities and professional advancement were seen as motivators, but high workloads, role and identity conflict and a disconnect with the organization were seen as threats.
CONCLUSION: This review identified both motivators and threats to remain in academia. Undertaking research and Doctoral studies were seen as motivators and contributed to academic identity formation, connectivity with other nurse academics helped to maintain nursing identity, both which cemented one's role in academia, despite conflict between the duality of both identities. High workloads, a lack of support and development, poor workplace culture and work life imbalance were seen as threats within their organization. Further research to understand what motivates experienced nurse academics to remain in nurse academia is crucial to protecting the future nursing workforce.