Combining clinical practice and academic work in nursing: A qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals

Oostveen, Catharina van; Goedhart, Nicole S.; Francké, Anneke L.; Vermeulen, Hester

doi:10.1111/jocn.13996

Cited by 76 publications

(138 citation statements)

References 25 publications

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“…The RNs perceived that many nurse managers did not have knowledge of what competence they as RNs with a PhD had, and what they could contribute to in terms of improving nursing care. This is also described by nurse managers (van Oostveen et al, ). Rather, nurse leaders have been found to not value postgraduate degrees as contributing to improvements in nursing practice and clinical outcomes (van Oostveen et al, ; Wilkes & Mohan, ).…”

Section: Discussionmentioning

confidence: 72%

“…Rather, nurse leaders have been found to not value postgraduate degrees as contributing to improvements in nursing practice and clinical outcomes (van Oostveen et al, ; Wilkes & Mohan, ). Similar difficulties in terms of limited employment opportunities for RNs with a PhD to work in clinical practice have been reported (van Oostveen et al, ; Wilkes & Mohan, ).…”

Section: Discussionmentioning

confidence: 99%

“…A solution suggested is partnerships between RNs with DNPs and PhDs, to both generate and implement evidence in nursing care (Florczak et al, 2014). Although few nurses with a PhD work in clinical care, there is a growing interest in different routes to fuse clinical and academic work (van Oostveen, Goedhart, Francke, & Vermeulen, 2017;Smith, Gullick, Ballard, & Perry, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Nursing management matters for registered nurses with a PhD working in clinical practice

et al. 2019

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Aim To investigate what registered nurses (RNs) with a PhD working in clinical practice experience in terms of their role, function and work context. Background Previous studies have shown that RNs with a graduate degree contribute to better and safer care for patients. However, little is known about what further academic schooling of RNs, at PhD level, means for clinical practice. Method Qualitative design, with semi‐structured interviews and inductive content analysis. Results The main areas of responsibilities for RNs with a PhD working in clinical practice were related to practice development and implementation of research results. In their work, they experienced barriers to the full use of their competence; the expectations and prerequisites of the organisation were not clearly defined, and they often lacked a mandate to create conditions for quality improvement of nursing care. Conclusions RNs with a PhD can contribute to evidence‐based practice (EBP), clinical training, as well as the development of clinical research. Their roles and responsibilities need to be clarified, and for this, they need support from managers. Implications for Nursing Management Nurse managers have the opportunity to partner with RNs with a PhD to support the EBP process and help structure nursing practice in more efficient ways.

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Section: Discussionmentioning

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Nursing management matters for registered nurses with a PhD working in clinical practice

et al. 2019

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“…Conversely, known challenges include limited awareness of how to progress as a researcher, lack of time, funding, support, research infrastructure, knowledge and skills (Van Oostveen et al, 2017;White et al, 2013).…”

Section: Creating a Personalised Tapestrymentioning

confidence: 99%

Weaving a clinical academic career: Illuminating the method and pattern to follow

Bona

Field

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et al. 2018

British Journal of Occupational Therapy

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The benefits of developing occupational therapists as clinical academics are well recognised. They include improved healthcare outcomes and experiences for service users, efficiencies for organisations and increased prominence of occupational therapy within healthcare. Yet occupational therapists describe uncertainty about how best to navigate clinical academic career pathways. We suggest that occupational therapists can increase their research aspirations, confidence and capacity by following a four-step method, weaving together clinical, academic and personal development. We outline our view of clinical academic development as a process with flexibility to incorporate occupational therapists' diversity of interests and circumstances. By demystifying and illuminating the process of clinical academic development, we believe that occupational therapists may be able to weave more clinical academic development opportunities into their careers and increase the profession's research capacity.

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“…Publications on strategies to improve recruitment rates, 26,27 to retain participants in clinical research, [27][28][29] and to facilitate researcher-clinician collaboration 30,31 reported difficulties in combining clinical and research roles, where the main reasons were the lack of time, ethical concerns, 32 and absence of leadership, particularly in the field of nursing. 33 The discussed models of combining clinical and research activities in various health fields were collaboration, partnership, and integration. [34][35][36][37] However, the process of routinisation of RCTs in clinical practice has not been discussed as a holistic process and as a separate model, including in the field of wound management.…”

Section: Introductionmentioning

confidence: 99%

Randomised controlled trials as part of clinical care: A seven‐step routinisation framework proposal

Team

Weller

2018

International Wound Journal

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Evidence translation in wound care relies on the need for evidence generation. Clinical practice may generate evidence only if evidence‐generating research projects, such as randomised controlled trials (RCTs), became routinised in clinical settings. The aim of this study was to identify optimal trial‐related practices to routinise trial‐related activities in Melbourne‐located wound clinics as reported by clinicians and researchers. We conducted a secondary analysis of the available data on how to routinise RCTs in clinical care, with a focus on enablers and suggestions provided by the participants during face‐to‐face and telephone interviews. Data were obtained from a qualitative observational study nested within a randomised, double‐blinded, placebo‐controlled trial on clinical effectiveness of aspirin as an adjunct to compression therapy in healing chronic venous leg ulcers (ASPiVLU). We developed a seven‐step Routinisation of Trials in Clinical Care Framework. These steps include: (1) pre‐trial clinical site assessment, (2) optimising pre‐recruitment arrangements, (3) developing and updating trial‐related skills, (4) embedding RCT recruitment as part of routine clinical care, (5) promoting teamwork and trial‐related collaboration, (6) addressing trial‐related financial issues, and (7) communicating trial results to clinicians.

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Combining clinical practice and academic work in nursing: A qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals

Cited by 76 publications

References 25 publications

Nursing management matters for registered nurses with a PhD working in clinical practice

Nursing management matters for registered nurses with a PhD working in clinical practice

Weaving a clinical academic career: Illuminating the method and pattern to follow

Randomised controlled trials as part of clinical care: A seven‐step routinisation framework proposal

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