title: Developing resilience: Stories from novice nurse academics.
abstract: BACKGROUND
  It is acknowledged that novice nurse academics face many challenges on commencement of their new role. Most are recruited from the clinical arena, with little understanding of the academic triumvirate of teaching, research and service. They struggle with role expectation and experience feelings of isolation and anxiety.
  
  
  OBJECTIVE
  The aim of this paper is to report on an exploration of 14 new nurse academics from two major nursing education institutions as they utilised and developed resilience building strategies.
  
  
  METHODS
  The paper is drawn from a qualitative study that sought to see the world through the eyes of the participants through storytelling. Data was collected using semi-structured, conversational style interviews. Interviews were audio recorded and revealed themes that captured resilience strategies.
  
  
  RESULTS
  These themes were: Developing supportive collegial relationships; Embracing positivity; and Reflection and transformative growth. The first theme, developing supportive relationships, provides insight into the mentoring process and the relationships developed with peers and colleagues. The second theme, embracing positivity, describes the factors that assisted them to face the adversity and challenges in the new role. The final theme, reflection and transformative growth, demonstrated participants' reflecting on difficult situations and demonstrating the ability to learn from the experiences and move forward.
  
  
  CONCLUSIONS
  The strategies utilised by the participants in this study were key factors in the development of resilience which assisted in the transition from clinical nurse to academic. These strategies were often tacit and it is imperative that in a time of acute nurse academic shortages where retention is paramount, that employing organisations support employees and contribute to resilience development. Education on resilience building strategies is fundamental for all new academics and is essential in the transition from clinical nurse to academic.
authors: School of Nursing and Midwifery, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia. Electronic address: F.mcdermid@uws.edu.au.
authors: Fiona
authors: F
authors: McDermid
authors: School of Nursing and Midwifery, University of Western Sydney, Locked Bag 1797, Penrith, NSW 2751, Australia.
authors: Kath
authors: K
authors: Peters
authors: Faculty of Health, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia.
authors: John
authors: J
authors: Daly
authors: Faculty of Health & Life Sciences, Oxford Brookes University, United Kingdom; Nursing Research, Oxford University Hospitals NHS Trust, Oxford OX3 0FL, United Kingdom; University of New England, Armidale, Australia.
authors: Debra
authors: D
authors: Jackson
mesh_terms: D000328:Adult; D005181:Faculty, Nursing / Q000523:psychology; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D033262:Narration; D011361:Professional Competence; D036301:Qualitative Research; D055500:Resilience, Psychological; D066107:Social Skills
keywords: Academic support; Collegial relationships; Mentoring; Reflection; Resilience; Transition