Nursing is a dynamic profession that spans diverse roles, including clinical practice, education and research. For many nurses, career progression involves transitioning through these domains, from the patient-focused responsibilities of clinical practice to the intellectual and leadership demands of academia. Each stage requires the development of new skills and a redefinition of professional identity. These transitions are not only professional milestones but also deeply personal transformations.
This article reflects on the journey from clinical nurse to nurse educator and ultimately to nurse researcher. It explores the challenges, strategies and theoretical foundations that underpin this progression, with a focus on the professional and intellectual growth required at each stage. By examining these transitions, this article aims to provide insights for nursing professionals navigating similar pathways, encouraging their development as leaders in clinical practice, education and research.
Guiding the next generation
The transition from clinical nurse to educator often begins with a desire to guide and mentor the next generation of practitioners. This shift entails moving from direct patient care to teaching, curriculum development and supporting critical thinking in students. It also requires a profound change in professional identity, as the nurse steps into a role that demands pedagogical expertise and leadership in educational contexts.
Benner's (1984) ‘novice to expert’ model provides a useful lens for understanding this transition. Although nurses often achieve expert status in clinical practice, the role of educator places them at the novice level in pedagogy. This shift can be unsettling, as it involves mastering new competencies such as lesson planning, student assessment, and engagement with educational theories. Knowles' (1980) principles of adult learning offer a practical framework, emphasising the importance of self-directed, experiential learning for adult students. Applying these principles enables nurse educators to design teaching strategies that resonate with diverse learners and enhance professional practice.
Reflective practice, as described by Schön (1983), plays a critical role in navigating this transition. Through ongoing reflection, I was able to evaluate my teaching strategies, adapt to the needs of students, and align my educational approach with contemporary pedagogical standards. Mentorship from experienced educators and engagement with professional development workshops further supported my growth, enabling me to build confidence and competence in my new role.
However, the transition was not without challenges. Balancing teaching responsibilities with administrative duties and pastoral care for students often created competing demands. These experiences highlighted the need for resilience, time management and a commitment to continuous learning. Despite these difficulties, the rewards of witnessing students' growth in clinical competence and confidence were profound, reinforcing the importance of the educator's role in shaping future nursing practice.
A significant shift
Moving from nurse educator to researcher represents a significant shift, requiring not only a redefinition of professional identity but also the acquisition of advanced research skills. Unlike clinical or teaching roles, research demands intellectual creativity, methodological rigour and the ability to generate new knowledge that contributes to the profession. This transition often involves navigating unfamiliar academic landscapes, which can be both exciting and daunting.
Identity transformation is central to this stage of professional growth. McAlpine and Amundsen (2009) described the doctoral journey as a process of identity negotiation, where individuals oscillate between established roles and their emerging identities as scholars. For many, including myself, this shift is marked by feelings of vulnerability and uncertainty. Questions such as ‘Do I belong in this academic space?’ and ‘Can I contribute meaningfully to nursing science?’ often arise, reflecting the broader challenges of transitioning to a researcher identity.
Imposter syndrome, characterised by self-doubt and the fear of being exposed as inadequate, is a common experience among doctoral candidates (Craddock et al, 2011). Despite prior achievements, I often questioned my capabilities, particularly when comparing myself to peers with extensive research backgrounds. These feelings were compounded by the transition from being an expert in education to a novice in research. Engaging with supportive networks, including peers, mentors and doctoral supervisors, was crucial in overcoming these challenges. The recognition that self-doubt is a shared experience among researchers helped me to build resilience and focus on my development.
‘The rewards of witnessing students' growth in clinical competence and confidence were profound, reinforcing the importance of the educator's role in shaping future nursing practice’
‘Imposter syndrome, characterised by self-doubt and the fear of being exposed as inadequate, is a common experience among doctoral candidates’
Research skills
The transition to nurse researcher demands the acquisition of advanced research competencies, including methodological expertise, critical appraisal and scholarly communication. For many, including myself, this involves a steep learning curve, particularly when entering the academic world from a predominantly practice-based background.
The Vitae Researcher Development Framework (RDF) provided a structured approach to identifying gaps in my research skills and creating an actionable plan to address them (Vitae, 2011). Domain A: ‘Knowledge and intellectual abilities’ was particularly relevant, encompassing areas such as information literacy, cognitive skills and creativity. For instance, engaging with bibliographic tools such as Endnote (Ivey and Crum, 2018) enhanced my ability to manage references efficiently, while attending workshops on research design deepened my understanding of methodologies and data analysis techniques.
Critical reading and writing are the foundations of research. Wallace and Wray's (2021) work on academic literacy provided practical strategies for synthesising information, constructing arguments and refining scholarly writing. Writing retreats and peer review sessions further supported my development, enabling me to articulate complex ideas with clarity and precision. These experiences emphasised the importance of engaging with feedback and embracing the iterative nature of academic writing.
The ability to critically appraise evidence was another key area of growth. Aveyard et al (2021) emphasised the importance of using appraisal tools to evaluate the quality, relevance and credibility of research. By applying these tools, I was able to construct rigorous arguments that not only supported my doctoral work but also contributed to the broader discourse in nursing science. This process highlighted the value of evidence-based practice, where research informs clinical decisions and improves patient outcomes.
Creativity and collaboration
Creativity is a vital component of nursing research, enabling scholars to explore innovative solutions to complex healthcare challenges. For me, developing creativity involved embracing intellectual risk-taking, engaging with interdisciplinary perspectives and seeking connections between seemingly unrelated concepts. Beghetto et al (2021) highlighted the importance of intellectual curiosity and adaptability in supporting creativity, particularly in research contexts where innovation is essential.
Attending interdisciplinary conferences and collaborating with professionals from diverse fields enriched my research process, providing new insights and opportunities for exploration. These experiences also reinforced the value of networking, both within and beyond the nursing profession. Platforms such as LinkedIn and X (Twitter) facilitated connections with global researchers, enabling me to share ideas, disseminate findings and engage in meaningful dialogue. Rajagopal et al (2012) emphasised the importance of professional networks in encouraging collaboration and advancing research impact.
Collaboration with stakeholders, including clinical practitioners, educators and policymakers further enhanced the practical relevance of my work. Engaging with these groups ensured that my research was not only theoretically robust but also grounded in real-world applications. This approach aligns with the principles of evidence-based practice, which integrate research, clinical expertise, and patient needs to improve healthcare delivery.
Reflection
Reflecting on my journey from clinical nurse to nurse educator and researcher, it is evident that each transition required significant personal and professional growth. These stages were marked by identity shifts the acquisition of new skills, and the navigation of complex challenges. However, they were also opportunities for profound transformation, enabling me to contribute meaningfully to the profession.
Looking ahead, the role of the nurse researcher will continue to evolve as healthcare systems increasingly rely on evidence-based solutions to address complex challenges. For those embarking on this journey, the importance of mentorship, collaboration and reflective practice cannot be overstated. Engaging with frameworks such as the Vitae RDF and seeking opportunities for professional development provide a strong foundation for success.