Early-career nurse academics' experiences of identity, workload, and retention in Türkiye: A qualitative study.

Background

The quality of nursing education is intrinsically linked to the sustainability of the academic workforce. Early-career nursing academics are particularly vulnerable to professional burnout and the risk of leaving academia due to heavy workloads, uncertain career pathways, and limited mentorship.

Aim

This study aimed to explore in depth the experiences of early-career nursing academics in Türkiye regarding their academic identity development, workload, institutional expectations, and intentions to remain in academia.

Methods

A qualitative, descriptive phenomenological approach was adopted. Semi-structured online interviews were conducted with 13 early-career nursing academics from various universities across Türkiye. Data were analyzed using Colaizzi's phenomenological analysis method.

Findings

Five main themes emerged: (1) Negotiating Academic Identity, (2) Unsustainable Workload and Structural Pressures, (3) Fragile Institutional Support and Mentorship Structures, (4) Preserving Professional Meaning and Belonging, and (5) Fragile Retention in Academia. Participants described a sense of being positioned between a student and an academic. They highlighted "invisible labor" such as administrative tasks and accreditation processes as a significant burden that hinders research productivity. While professional commitment and the motivation to educate future nurses serve as protective factors, persistent structural constraints pose a threat to long-term career sustainability.

Conclusion

Retaining skilled nurse academics requires more than individual dedication. It is essential to implement comprehensive institutional strategies, including structured mentorship programs, equitable workload distribution, and supportive leadership, to ensure a resilient and sustainable nursing educator workforce.