Reflections on early career nursing academic research mentorship experiences.

Why you should read this article: • To gain an understanding of the unique challenges early career nursing academics experience in academia • To understand more about research mentorship programme development • To learn more about the development of collaborative mentor-mentee relationships. Background: Early career nursing academics (ECNAs) often encounter challenges within the complex academic environment. Transitioning from clinical practice to academia comes with challenges because of the competitive nature of academia and the need to acquire new skills. Therefore, ECNAs require substantial support and guidance within this niche environment. Aim: To analyse ECNAs' reflections on their experiences of engaging in informal research mentorship. A descriptive case study method was used in which two ECNAs and their mentor provided a written reflection on their mentorship experience guided by the Gibbs Reflective Cycle. The written reflections were then thematically analysed. Discussion: Three themes emerged from the research: 'the team', 'the feels' and 'our purpose'. These themes describe who makes up the mentor-mentee relationship, the 'right fit' of personalities, and the need for clear direction and expectations. The research highlighted that feelings of 'impostor syndrome' remain pervasive in both experienced and early career academics. Conclusion: This research adds weight to other literature supporting mentoring relationships in academia and research, and specifically within nursing. Mentorship was shown to nurture ECNAs and provide the guidance they sought. It is important that goals and expectations are discussed at the start of the mentorship to ensure the success of these relationships. Implications for practice: Academic environments need to actively work to reduce impostor syndrome and foster collaborative as opposed to competitive research cultures. Mentorship programmes may facilitate a supportive transition from clinical to academic roles through validation, inclusivity and reflective practices. [ABSTRACT FROM AUTHOR]