A researcher’s development needs support, skills and expertise of ‘a village'

The support of a 'village’ of people with diverse skills and expertise is vital in shaping an emerging nurse researcher's skills, values and ways of working

Many are familiar with the African proverb: ‘It takes a village to raise a child’. For children to experience and grow in a safe and healthy environment, it takes a community of people to provide for them and stimulate their learning.

The same is true for developing researchers. Maturing as a researcher is a complex task. It requires the development and refining of multiple skills and competencies, from skills in exploring the literature, to planning and conducting research and disseminating findings.

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Breaking down these broad areas, beyond research skills, the emerging researcher needs to develop competency in areas such as teamwork, writing for various audiences, leadership, grant capture and resource management. All of these skills and competencies also need to be applied in various situations and contexts.

Support of ‘village of’ people with diverse skills and expertise is vital in shaping emerging researchers

Given the depth and breadth of development required, the support of ‘a village’ of people who bring diverse skills and expertise is vital in shaping the emerging researcher's skills, values and ways of working.

‘Taking time out to map your village and identify gaps where you could benefit from more positive influence can be important in strategic engagement’

Who is part of the ‘village’ can vary widely. Key influences come from teachers, mentors, and peers. However, the value of family and friends, published literature, professional organisations, social media and virtual communities should not be underestimated. All of these influences contribute to researcher development to varying degrees.

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Building a strong and positive support network is essential to researcher success. However, all too often, we leave this to serendipity and influences that occur within our environment rather than strategically planning how to build a strong village. Taking time out to map your village and identify gaps where you could benefit from more positive influence can be important in strategic engagement.

You can grow your village

The first step to building a community is getting to know your peers and those who are at a similar stage of their career development. Establishing and nurturing such relationships can build a sense of solidarity and shared experience that makes your own development and experiences seem less daunting.

Beyond the context of your department or setting, engaging with professional/academic organisations and groups can generate new relationships and networks. Attending events, joining groups, and fostering connections with others can help to gain tangible support and build a sense of community. While there are benefits to this being face-to-face, leveraging technology to engage with virtual groups can expand your opportunities.

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While building a coherent track record of research expertise is important, involving yourself in diverse experiences can expose you to different perspectives and influences. This might include working on a project with people from other disciplines, joining teams in your area of interest using a different methodological approach or engaging in training outside your discipline area, for example media training.

Important gains in personal development can come when someone is challenged

It is important to remember that sometimes the most important gains in personal development come when a person is challenged or put outside their comfort zone. This means that the village needs to include not only those who staunchly support, but also those who challenge ideas, actions and behaviours.

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Building and nurturing your village is an ongoing process as your individual needs for support and development change. Additionally, as you mature in your own career and climb the ladder, it is important to leave the ladder down, give encouraging advice and pull others through.

Elizabeth Halcomb is professor of primary healthcare nursing, School of Nursing, University of Wollongong, New South Wales, Australia and editor of Nurse Researcher