title: The transition from clinician to academic in nursing and allied health: a qualitative meta-synthesis.
abstract: OBJECTIVE
  The meta-synthesis provides a collective qualitative understanding of the transition experience from nursing and allied health clinician to academic. This understanding assists the preparation for those making the transition as well as giving guidance to those who have recently commenced in academia.
  
  
  METHODS
  Published qualitative studies about the transition from clinician to academic were systematically selected in order to integrate their findings in a meta-synthesis.
  
  
  METHODS
  Databases searched were CINAHL, EMBASE, MEDLINE, SCOPUS, 'Education Research Complete', and 'Academic Search Premier'.
  
  
  METHODS
  The search terms used were academ* OR facult* AND transition. The search was further refined by adding the terms qualitative AND clinic* OR practit* OR profession*. Studies were appraised for credibility, neutrality and relevance. Findings along with direct quotes were extracted from the studies and thematic analysis was used within an interpretative framework.
  
  
  RESULTS
  Seven studies were included in the meta-synthesis. The included studies were from nursing, physiotherapy, health and social care. The central theme was a shift in identity from clinician to academic which involved a progression through 4 phases over a period of 1- 3years. These phases were; 'feeling new and vulnerable'; 'encountering the unexpected'; 'doing things differently' and 'evolving into an academic'.
  
  
  CONCLUSIONS
  New academics felt unsettled and uncertain in the initial phases of transition. It is proposed that these challenges are related to difficulty extracting tacit knowledge and immersion in a new culture. The change of values and beliefs to adapt to the new culture require a concurrent identity shift which can take up to three years. Newcomers need collegial and institutional guidance with prioritization of tasks to address the multiplicity of the academic role and avoid frustration and disillusionment.
authors.affiliation: University of South Australia, International Centre for Allied Health Evidence, Occupational Therapy Program, Australia. Electronic address: Carolyn.murray@unisa.edu.au.
authors.forename: Carolyn
authors.initials: C
authors.lastname: Murray
authors.affiliation: University of South Australia, International Centre for Allied Health Evidence, Occupational Therapy Program, Australia. Electronic address: Mandy.Stanley@unisa.edu.au.
authors.forename: Mandy
authors.initials: M
authors.lastname: Stanley
authors.affiliation: University of South Australia, International Centre for Allied Health Evidence, Occupational Therapy Program, Australia. Electronic address: Shelley.wright@unisa.edu.au.
authors.forename: Shelley
authors.initials: S
authors.lastname: Wright
mesh_terms: D000488:Allied Health Personnel; D002322:Career Mobility; D002983:Clinical Competence; D005181:Faculty, Nursing; D009726:Nurses; D036301:Qualitative Research
keywords: Academic training; Allied health occupations; Nurse education; Nurse practitioners; Qualitative approaches