4.4.1 The clinical role of lecturers in nursing In Ireland: Is there a difference between how nurse educationalists and clinically based nursing staff view the role? (277)
Pauline Meskell, PhD student, Centre for Nursing Studies, National University of Ireland Galway, Ireland Co authors: Kathy Murphy p.meskell1@nuigalway.ie
Abstract:
Background & context:
Movement of schools of nursing into universities have resulted in increased concerns of a widening disparity between education and practice. The main focus of ongoing debate centres on how the clinical role is viewed by educationalists, with much less emphasis given to how clinicians view the role. This paper will examine the extent to which perceptions of the clinical role of nurse lecturers differ between nurse educationalists and clinical nursing staff.
Aim:
Explore the perceptions of educationalists and clinical staff about the clinical role of nurse lecturers.
Methodology:
The research is part of the qualitative phase of a mixed method design study and involved focus groups (n=15, average group size = 6) and individual interviews (n=7) with nurse educationalists and clinical staff. Purposive sampling was utilised. Interviews were recorded, transcribed verbatim and analysed using a content analysis framework (Krippendorf, 2004).
Key findings:
There was strong agreement across disciplines that the clinical role needed definition. Conflicting opinions among educationalists regarding the value and feasibility of the role: viewed it as primarily a support role, with contact mainly of an advisory, supportive and trouble shooting nature. Large disparities evidenced between expectations of clinicians and current educational provision in terms of the role. Clinicians viewed lecturers mainly as divorced from clinical practice but available in an academic advisory capacity. Issues of competence and credibility highlighted as extenuating factors by both educationalists and clinicians.
Conclusions:
The consideration of perspectives from both educational and clinical perspectives in this paper will assist in the re-evaluation of the role in terms of structure, definition and operationalisation and implications for practice will be addressed.
Recommended reading list:
- Krippendorf, K. (2004) Content Analysis: An introduction to its methodology. 2nd edn. Newbury Park, CA: Sage
Source of Funding: N/A
Level of funding: N/A
Biography:
Completed General Nurse training in Orsett Hospital, Grays Essex in 1985. Worked as a staff nurse in Renal Unit, St. Mary's, Paddington London W2. Completed ENB 136 Renal course in Guys Hospital, London in 1986. Worked as a staff nurse and sister in Renal Unit, Guys Hospital 1986-1991. Became tutor on ENB 136 Renal course in Nightingale & Guys College in 1991. Copmpleted BSc Health Studies in Roehampton College in 1995. Completed MSC Nursing Royal College of Nursing (D.L) in 1999. Currently undertaking PhD in Department of Nursing & Midwifery studies in NUI Galway.