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

Aileen Wyllie, Tracy Levett-Jones, Michelle DiGiacomo, Patricia M. Davidson

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


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.

Original languageEnglish (US)
Article number102883
JournalNurse Education in Practice
StatePublished - Oct 2020


  • Career-resilience program
  • Early career nurses
  • Nursing faculty
  • Qualitative evaluation

ASJC Scopus subject areas

  • Nursing(all)
  • Education


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