A Qualitative Descriptive Study on the CRNA Transition to Academia.

Abstract

There is a paucity of research on the transition of Certified Registered Nurse Anesthetists (CRNAs) entering academia. Guided by Schlossberg's Transition Theory, the purpose of this qualitative descriptive study was to explore the experiences of CRNAs moving from clinical practice to academia. Seven focus groups were conducted with CRNA educators and program administrators across the United States. Transcripts were analyzed using inductive content analysis with iterative coding, key words in context, and thematic development validated through team consensus. Findings illuminate how CRNA faculty navigate academic entry, adjustment, and persistence. Three major themes were identified: "Natural Progression," "On My Own," and Staying Power. Themes reflected a gradual entry into academia through early teaching opportunities and professional connections, a general lack of formal mentorship and accessible resources during early transition, and a sustained commitment through legacy building, flexibility, and institutional benefits. Results underscore the need for effective mentorship and orientation, and faculty development pathways to enhance recruitment and retention of CRNA educators to safeguard the education pipeline.