An exploration of the lived experience of the transition from clinical nurse to nurse educator in UK higher education

Background: The challenges of transitioning from the role of clinical nurse to that of nurse educator in higher education are well documented, from loss of professional identity to lack of structure and clarity in the new role. There are recruitment and retention issues in both the nursing profession and in the nursing education sector in higher education institutions and the government has a 10-year health plan to address workforce shortages, increase recruitment and retention into nursing and develop more specialist skills. Therefore there is a need to examine the current experiences of those making the transition and to identify ways to improve the experience. Aim: To capture the lived experiences of clinical nurses who have transitioned to the nurse educator role within higher education in the UK. Method: An online survey designed to collect qualitative data from nurse educators in higher education who had transitioned from a clinical role in the past 5 years. Findings: The transition is challenging, but ultimately the role is a rewarding one. The most positive aspects of the role are those that relate to students and teaching, with the more challenging ones being university processes and administration. Mentorship and informal support are important aspects of a positive transition. Conclusion: Despite the transition being challenging, for the majority it has been a positive experience. Previous length of time in practice or the continuation of a clinical role alongside the academic one does not appear to influence the experience. What does appear to make a difference is the quality of support, both formal and informal. The importance of effective mentorship and communities of practice were identified.