Exploring facilitators and barriers faced by PhD nursing faculty in clinical settings: a qualitative content analysis.

Background: Most nurses with PhDs typically work in academic settings, although some remain in clinical settings. Little is known about the support systems and challenges they encounter in these clinical environments. The objective of this study was to comprehensively investigate and gain valuable insights into the experiences of nursing faculties in clinical settings, focusing specifically on the factors that facilitate or hinder their work and professional development.

Methods: This study used a content analysis method. The participants were selected through purposeful sampling and considered maximum diversity. Data was collected in Tehran between July and September 2023, utilizing a semi-structured interview approach. The analysis process was conducted using the Graneheim and Lundman method, utilizing MAXQDA software version 10.

Results: The study identified 16 nursing PhD faculties, whose experiences were categorized into four categories: personal, nursing faculty, hospital, and professional domains, all nested under the overarching theme of under-acknowledged expertise. Within these categories, key facilitators included enhanced clinical education, professional identity development, and evidence-based practice integration. Barriers included limited clinical expertise, insufficient financial resources, heavy workloads, and social stigma associated with dual academic and clinical roles.

Conclusions: Besides some facilitators, nursing PhD faculties are faced with multifaceted challenges in clinical settings. Addressing identified challenges and leveraging facilitators can promote the professional growth and well-being of nursing faculties, resulting in improved patient care.