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The term early career researcher (ECR) is commonly used, although its meaning is expressed by a wide range of definitions which vary globally, and may be institutionally determined.1 2 Length of time since the start or completion of doctoral training (or equivalent professional training) or a first academic appointment is often used by research councils such as the UK Research and Innovation (UKRI) (see Early career researchers–UKRI). Stage of career is also sometimes referred to with ECRs being a catch-all term for doctoral and immediately postdoctoral researchers as well as those making the transition to an independent research career (see Early career researchers–UKRI).
Increasingly, the challenges associated with such time-bound definitions of ECRs are being acknowledged. Many bodies which offer funding for ECRs (eg, see Early career research fellowships–InterAct Hub (interact-hub.org) and Early career researchers: career and skills development–UKRI) now explicitly promote a more inclusive and diverse conceptualisation, recognising that the diversity of research career trajectories will not narrowly follow such time-bound definitions. This is particularly important given how the scope of impacts of COVID has been, and continues to be, experienced. Indeed, training for ECRs at universities also reflects this greater diversity. One example from the UK is Glasgow Caledonian’s University Crucible Research Leaders of the Future Programme which is designed specifically to support ECR career development, collaboration, impact and communication of and engagement with researcher’s work. The programme eligibility criteria explicitly state:
There is no standard definition of ECR. While many funders define this as 4–7 years after completion of a PhD, we recognise that research careers are diverse and trajectories may be affected by teaching and caring responsibilities.3
Despite the confusion and plethora of different definitions, a common theme that appears to resonate across the literature is that ECRs tend to be at an early stage in their academic careers4 and can encompass individuals actively involved in research roles or other academic roles which require a grounding in the use of evidence and evidence-based practice.
ECRs in nursing research
Cleary et al 5 highlight the significance of research in nursing including its influence on evidence-based practice, safe patient outcomes and its contribution to nursing knowledge. However, despite the reported increase in nurses undertaking doctoral-level research, a lack of progress for postdoctoral career pathways in nursing is reported in the clinical environment.6 In the academic setting, it is noted that ECR nurses face increased workloads with teaching responsibilities affecting the ability to undertake research activity—a problem exemplified by the COVID-19 pandemic.7 Regardless of the setting, it is acknowledged that ECRs experience significant difficulties in career progression.8 Lee and Rolley9 write that obtaining a PhD is, for many nurses, the beginning and the end of their research career; this editorial seeks to raise awareness of some of the key challenges faced by ECRs and considers what is important in promoting success.
ECR research pathways, leadership and support
Nurses are motivated to undertake research for many reasons, including in response to a clinical situation and being unable to find answers to practice-related questions in the existing literature.10 Despite this, unclear career pathways are cited as a significant barrier in progressing academic nurses’ research experiences.8 Lee and Rolley9 describe the pathways for ECRs as ad hoc, citing the need for explicit and dedicated career routes. This is also asserted by Cleary et al 5 who state that ECR transitions can be supported with career advice, structured experience and formal mentorship, which is led by seasoned staff, a theme that resonates with wider guidance on supporting ECRs in higher education.11
For nurse researchers who have achieved their PhDs, future career trajectories and involvement in research rely heavily on working in context with good leadership and where one’s own leadership skills can be built and developed.12 van Dongen and Hafsteinsdottir12 highlight the importance of nurses taking the initiative and mapping out their career goals and the importance of seeking support from others to do this. According to Lee and Rolley,9 leadership which enables ECR progression is a priority. Leaders should be inspiring, have the time and be genuinely interested in developing ECRs; moreover, they should be easily identifiable to ECRs.9 Smith and Laver2 describe ECRs as vulnerable, stressing the importance of support to succeed—opportunities to be part of a research team can offer an encouraging environment providing the leadership and support required for ECRs to develop, and where available, formal mentoring schemes are advocated.1
Organisational culture
Rice et al 13 discuss how organisations which place greater investment in research also offer greater support for nurse researchers. This is because there is more research occurring which increases the opportunities for ECRs to engage with and learn from research activities. However, such opportunities can only be realised if ECRs are supported at a managerial and organisational level. This may include effective leadership and clear career pathways as already discussed, but research also needs to be perceived as fundamental and valuable to nursing. Viewing research as ultimately beneficial for patients, rather than just an academic pursuit, could help develop a more research-led culture.6 From a practical perspective, ECRs have cited organisational failure to provide any backfill to enable them to conduct research as a barrier to their progression.8 Furthermore, Rice et al 13 found that ECRs are held back by organisations placing greater expectations on teaching and practice, often at the expense of valuable research time and engagement. The current staffing crisis in the National Health Service14 coupled with the ever-increasing challenge of securing research funding may exacerbate this even further.
Opportunities and individual factors
Support for ECRs can be facilitated by clear pathways, individual and organisational support, but some responsibility must also rest with the ECR. There are many ways ECRs can be proactive in their own development which include networking,9 seeking collaborations and mentorship,5 9 joining relevant committees,1 5 dissemination, acting as a journal reviewer and supervising research students.5 Engaging in such activities takes time and lack of this is identified as a challenge,8 13 therefore, while working in the clinical or academic setting ECRs need to have effective time management skills. Siedlecki and Albert10 identified characteristics of research-active nurses which included curiosity, research awareness and self-confidence. Tenacity and resilience are also qualities needed by ECRs to be successful.2
As an ECR, identifying career aims may be straightforward—the challenge lies in how to achieve them. While organisational and individual support can facilitate career pathways for ECRs, the ECR cannot rely on this to progress—they must take responsibility for their own skills development by fostering connections, seeking support and mentorship and undertaking activities which will facilitate their engagement and leadership in nursing research.
Footnotes
Twitter @hsisson1
Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.
Competing interests None declared.
Provenance and peer review Not commissioned; internally peer reviewed.