Internal Factors and the Transition to Full-Time Nurse Faculty Role: An Integrative Review of Literature: An Integrative Review of Literature

AIM The aim of this study was to examine the current state of science regarding external factors, internal factors, and phases of nurse transition to a full-time academic role. BACKGROUND The transition experience and external factors have been extensively studied. Minimal literature identifies the presence of internal factors despite a plethora of literature addressing individual transition experiences and personal traits. METHOD An integrative review using Whittemore and Knafl was performed; the databases searched were CINAHL, PubMed, and Health and Psychosocial Instruments. RESULTS The 34 studies in this review support the need for further research in identifying and measuring internal factors that potentially support the success of the nurse faculty transition process. CONCLUSION Internal factors are present in the transition process and may contribute to improved transition outcomes in combination with external factors and measures of transitional phases.