Background: Nurses have a significant part to play in research. However, novice nurse researchers face difficulties in transitioning into research roles. These difficulties can affect their sense of identity, their clarity of role and the research process.
Aim: To highlight how reflexive processes enable novice nurse researchers to develop self-awareness, overcome tensions and navigate their dual identities as they transition into researchers.
Discussion: Participating in reflexive activities when conducting research provides the researcher with a biography of the experience. It also encourages the examination of thoughts and feelings that can inform and enhance the quality of the research, as well as the confidence of the researcher. Transitioning from nurse to researcher can be complex and present professional and ethical dilemmas, creating conflict when nurses adopt and adjust to the new role. Reflexivity offers opportunities to identify and examine these dilemmas and tensions, as well as support for nurses as they move into research roles.
Conclusion: Nurses hold onto their professional identities as they transition into research, viewing the researcher identity as complementary to their initial clinical professional identity. This dual-professional identity connects healthcare and research, but also creates challenges for nurses, so should be given more attention.
Implications for practice: More research is needed to examine the path from nurse to researcher and why nurses remain committed to their professional nurse identity. As nurse researchers are becoming commonplace in healthcare, research education programmes need to include strategies to help novice nurse researchers navigate the tensions between their nurse and researcher identities.
Keywords: continuing professional development; qualitative research; reflection; research.
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