An evaluation of early career academic nurses’ perceptions of a support program designed to build career-resilience

Wylie, A; DiGiacomo, M; Davidson, P; Levett-Jones, T

An evaluation of early career academic nurses’ perceptions of a support program designed to build career-resilience

Wylie, A DiGiacomo, M Davidson, P

Levett-Jones, T

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Nurse Education in Practice, 2020, In press, pp. 102883
Issue Date:: 2020-09-25

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Field	Value	Language
dc.contributor.author	Wylie, A
dc.contributor.author	DiGiacomo, M
dc.contributor.author	Davidson, P https://orcid.org/0000-0003-2050-1534
dc.contributor.author	Levett-Jones, T https://orcid.org/0000-0003-4279-8957
dc.date.accessioned	2021-03-01T03:24:47Z
dc.date.available	2020-09-08
dc.date.available	2021-03-01T03:24:47Z
dc.date.issued	2020-09-25
dc.identifier.citation	Nurse Education in Practice, 2020, In press, pp. 102883
dc.identifier.issn	1471-5953
dc.identifier.issn	1873-5223
dc.identifier.uri	http://hdl.handle.net/10453/146557
dc.description.abstract	Early career academic nurses can struggle to meet the demands of career development due to feelings of being overwhelmed. Studies indicate that programs targeting these challenges are often sporadic and inconsistent, leading to dissatisfaction and missed opportunities.This paper reports on findings evaluating a program designed to build career-resilience in a group of early career academic nurses who, through the provision of a structured program of support, were enabled to succeed and thrive in the academy. This six session program was informed by Knowles' adult learning theory, Mezirow's transformational learning theory and Lord's reliance on critical transactions.This study was undertaken in a large metropolitan university in Sydney, Australia. Participants included nine early career academic nurses. All had been full-time academics from one to six years. A qualitative descriptive design was employed using Braun and Clarke's six stage process for data analyses. Three themes emerged: the program fostered connections, strengthened expertise and clarified directions. This analysis provided deep insights into the value of collegial relationships to galvanise career success. The program's strength was its ability to lessen participants' feelings of isolation and to develop behaviours that enhance career-resilience.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Elsevier
dc.relation.ispartof	Nurse Education in Practice
dc.relation.isbasedon	10.1016/j.nepr.2020.102883
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	1110 Nursing, 1302 Curriculum and Pedagogy
dc.subject.classification	Nursing
dc.title	An evaluation of early career academic nurses’ perceptions of a support program designed to build career-resilience
dc.type	Journal Article
utslib.citation.volume	In press
utslib.location.activity	Australia
utslib.for	1110 Nursing
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
utslib.copyright.embargo	2021-10-01T00:00:00+1000Z
dc.date.updated	2021-03-01T03:24:46Z
pubs.publication-status	Accepted
pubs.volume	In press

Abstract:

Early career academic nurses can struggle to meet the demands of career development due to feelings of being overwhelmed. Studies indicate that programs targeting these challenges are often sporadic and inconsistent, leading to dissatisfaction and missed opportunities.This paper reports on findings evaluating a program designed to build career-resilience in a group of early career academic nurses who, through the provision of a structured program of support, were enabled to succeed and thrive in the academy. This six session program was informed by Knowles' adult learning theory, Mezirow's transformational learning theory and Lord's reliance on critical transactions.This study was undertaken in a large metropolitan university in Sydney, Australia. Participants included nine early career academic nurses. All had been full-time academics from one to six years. A qualitative descriptive design was employed using Braun and Clarke's six stage process for data analyses. Three themes emerged: the program fostered connections, strengthened expertise and clarified directions. This analysis provided deep insights into the value of collegial relationships to galvanise career success. The program's strength was its ability to lessen participants' feelings of isolation and to develop behaviours that enhance career-resilience.

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http://hdl.handle.net/10453/146557