Interventions supporting professionals’ retention and transition from health and social care practice into higher education: a systematic review

This systematic review aimed to identify interventions that support and facilitate professionals? transition from health and social care practice to higher education. It was prospectively registered with PROSPERO (CRD42023404825). AMED, CINAHL, MEDLINE, and Research Education Complete were searched from inception up until 26/02/2025. Included studies described interventions that support health and social care practitioners transitioning into higher education teaching jobs and involved 2-3 years retainment. Transitions of doctoral students were excluded as well as literature reviews and theses. Quality appraisal was conducted using the Mixed Methods Appraisal Tool (MMAT). A narrative synthesis of the included studies was conducted. Nine papers were included in the review. Studies were predominantly conducted in the USA and involved surveys of nursing staff. Mentoring and onboarding were identified as interventions supporting the transition from health and social care to higher education. A structured, formalised mentoring programme with clearly defined boundaries and guidelines, strengthened staff acclimatisation to the new role. Onboarding programmes should be formalised as well, commencing prior to an individual starting in their new role, and individualised to the professionals? skills and development requirements. Onboarding programmes contributed to feelings of satisfaction and retention. Mentoring and onboarding need to be individualised, formal, and facilitated by expert academics to enable novice healthcare academics to bridge the gap from practice to academia. There is a need for more research within this field globally, presenting methodologically sound findings regarding interventions supporting the transition from health and social care to higher education and their impact.