Should I stay or should I go? Nursing and midwifery academics intention to stay in or leave academia: A scoping review.

Academic workforce Nurse education Retention and attrition Scoping review

Journal

Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379

Informations de publication

Date de publication:
13 Aug 2024
Historique:
received: 28 03 2024
revised: 30 07 2024
accepted: 12 08 2024
medline: 28 8 2024
pubmed: 28 8 2024
entrez: 27 8 2024
Statut: aheadofprint

Résumé

There is a chronic lack of appropriately qualified nurses and midwives being attracted into and remaining in the academic workforce. Reasons for this are not well understood but have been linked to stressful work environments related to balancing multiple roles in sometimes unsupportive environments, resulting in overload and demoralisation. To illuminate factors associated with nursing and midwifery academics' intention to remain in academia and factors associated with intention to leave. A scoping review was undertaken to provide a comprehensive and broad analysis of the related literature. This was guided by Arksey and O'Malley. A search strategy was developed using a combination of keywords and subject headings and adapted for four electronic databases to search for papers published between 2013 and 2024. The review included five steps: (i) identifying the question, (ii) identifying relevant studies, (iii) study selection, (iv) data charting, (v) collating, summarising, and reporting the results. Covidence systematic review software was used. Quality appraisal was undertaken using the Mixed Methods Assessment Tool (MMAT). A total of 2870 papers were identified, 23 were included in the review. Retaining academics includes addressing issues related to promotion positive work environments such teamwork, professional relationships, supporting older academics, and professional development. Preventing attrition includes addressing emotional exhaustion and burnout, and ensuring academics feel valued and are recognised. Notably, there was a lack of research related to the Indigenous nursing and midwifery academic workforce. Given the predicted workforce shortages it is imperative for nursing education providers to develop strategies to promote healthy work environments and career pathways, and identify how to develop strong leadership in an ageing nursing and midwifery academic workforce. Importantly, the lack of research related to the Indigenous academic workforce is concerning and must be a priority area for focus.

Sections du résumé

BACKGROUND BACKGROUND
There is a chronic lack of appropriately qualified nurses and midwives being attracted into and remaining in the academic workforce. Reasons for this are not well understood but have been linked to stressful work environments related to balancing multiple roles in sometimes unsupportive environments, resulting in overload and demoralisation.
AIM OBJECTIVE
To illuminate factors associated with nursing and midwifery academics' intention to remain in academia and factors associated with intention to leave.
DESIGN METHODS
A scoping review was undertaken to provide a comprehensive and broad analysis of the related literature. This was guided by Arksey and O'Malley. A search strategy was developed using a combination of keywords and subject headings and adapted for four electronic databases to search for papers published between 2013 and 2024.
METHODS METHODS
The review included five steps: (i) identifying the question, (ii) identifying relevant studies, (iii) study selection, (iv) data charting, (v) collating, summarising, and reporting the results. Covidence systematic review software was used. Quality appraisal was undertaken using the Mixed Methods Assessment Tool (MMAT).
RESULTS RESULTS
A total of 2870 papers were identified, 23 were included in the review. Retaining academics includes addressing issues related to promotion positive work environments such teamwork, professional relationships, supporting older academics, and professional development. Preventing attrition includes addressing emotional exhaustion and burnout, and ensuring academics feel valued and are recognised. Notably, there was a lack of research related to the Indigenous nursing and midwifery academic workforce.
CONCLUSION CONCLUSIONS
Given the predicted workforce shortages it is imperative for nursing education providers to develop strategies to promote healthy work environments and career pathways, and identify how to develop strong leadership in an ageing nursing and midwifery academic workforce. Importantly, the lack of research related to the Indigenous academic workforce is concerning and must be a priority area for focus.

Identifiants

DOI: 10.1016/j.nedt.2024.106352 PMID: 39191088
pubmed: 39191088
pii: S0260-6917(24)00262-4
doi: 10.1016/j.nedt.2024.106352
pii:
doi:

Types de publication

Journal Article Review

Langues

eng

Sous-ensembles de citation

IM

Pagination

106352

Informations de copyright

Crown Copyright © 2024. Published by Elsevier Ltd. All rights reserved.

Déclaration de conflit d'intérêts

Declaration of competing interest Marion Tower reports a relationship with Griffith University that includes: employment. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Auteurs

Marion Tower (M)

School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia. Electronic address: m.tower@griffith.edu.au.

Rachel Muir (R)

School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, 4111, Australia; Department of Emergency Medicine, Gold Coast Health, Gold Coast, Queensland, 4111, Australia; Florence Nightingale Faculty of Nursing Midwifery and Palliative Care, Kings College London, UK. Electronic address: Rachel.muir@griffith.edu.au.

Peta-Anne Zimmerman (PA)

School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, 4111, Australia; Infection Control Department, Gold Coast Health, Gold Coast, 4111, Queensland, Australia. Electronic address: p.zimmermann@griffith.edu.au.

Amanda G Carter (AG)

School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia. Electronic address: a.carter@griffith.edu.au.

Robyn Maude (R)

School of Nursing, Midwifery, and Health Practice, Faculty of Health, Te Herenga Waka Victoria University of Wellington, 6140, New Zealand. Electronic address: robyn.maude@vuw.ac.nz.

Kathy Hollaway (K)

School of Nursing, Midwifery, and Health Practice, Faculty of Health, Te Herenga Waka Victoria University of Wellington, 6140, New Zealand. Electronic address: kathy.holloway@vuw.ac.nz.

Lynore Geia (L)

School of Nursing and Midwifery, Edith Cowan University, Joondalup, 6027 Perth, WA, Australia. Electronic address: l.geia@ecu.edu.au.

Debbie Massey (D)

School of Nursing and Midwifery, Edith Cowan University, Joondalup, 6027 Perth, WA, Australia. Electronic address: Deb.massey@ecu.au.

Elizabeth Elder (E)

School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland 4111, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, 4111, Australia; Department of Emergency Medicine, Gold Coast Health, Gold Coast, Queensland, 4111, Australia; Centre for Work, Organisation and Wellbeing, Griffith University, Gold Coast, Queensland, 4111, Australia. Electronic address: e.elder@griffith.edu.au.

Classifications MeSH