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Education

Transition from advanced clinician to academic

17 April 2025
Regulars
02 April 2025
Volume 34 · Issue 8
A group of healthcare professionals studying

Abstract

Transitioning from an advanced clinical practitioner (ACP) role into one in higher education presents a unique set of challenges. ACPs, who typically have extensive clinical experience and work at a high level of autonomy, are expected to engage across four pillars of practice: clinical practice, leadership, research, and education (Health Education England (HEE), 2017). However, moving into academia often requires a shift in professional identity and the development of new skills, particularly within teaching and research.

These transitions can be complex and involve navigating new institutional cultures, role expectations and a redefinition of their professional self.

Transitioning from an advanced clinical practitioner (ACP) role into one in higher education presents a unique set of challenges. ACPs, who typically have extensive clinical experience and work at a high level of autonomy, are expected to engage across four pillars of practice: clinical practice, leadership, research, and education (Health Education England (HEE), 2017). However, moving into academia often requires a shift in professional identity and the development of new skills, particularly within teaching and research.

These transitions can be complex and involve navigating new institutional cultures, role expectations and a redefinition of their professional self.

Advanced practice is defined as a level of practice – it is not a job title – and it applies across multiple health professions. It is characterised by high levels of autonomy, complex decision-making, leadership and applying evidence to practice. As professionals working at this level move into academic roles many experience a significant shift in their sense of identity.

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advanced clinical practitioner transition
higher education in healthcare