Lecturer practitioner: a concept analysis

Elcock, Karen

doi:10.1046/j.1365-2648.1998.00727.x

Cited by 27 publications

(21 citation statements)

References 25 publications

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“…The rather limited participation by nurse educationalists in practice areas in which liaison activities predominate, has difficulties. Similarly, the ‘immersion in practice model’ such as lecturer‐practitioner roles ( Elcock 1998, Fairbrother & Ford 1998) where there is a specific remit to link education and practice also has problems, not least of which is the fact that the majority of nurse educationalists are not employed as lecturer‐practitioners. However, the nurse lecturer in this project shared a key aim with lecturer‐practitioners in trying to help students integrate theory with practice, but there is a crucial difference and this relates to the issue of practice.…”

Section: Discussionmentioning

confidence: 99%

Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas

Murphy

2000

Journal of Advanced Nursing

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Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas The integration of nurse education with higher education in the United Kingdom, has highlighted an uncertainty over the clinical role of nurse lecturers. Although benefits have been identified from lecturers maintaining strong links with clinical practice, the evidence suggests that nurse lecturer participation in practice areas is limited. This paper reports a strategy for developing the clinical role of the nurse lecturer through collaborating with practitioners in teaching and research. An action research project designed to implement and evaluate a teaching programme for pre-registration nursing students was developed. The research aimed to evaluate the programme and identify the benefits for students, practitioners and the nurse lecturer in collaborating in teaching on the programme. Ethical approval was granted from the local research ethics committee. Data were collected in three ways: questionnaires to 17 students; focused interviews with nine practitioners; and analysis of the reflective diary kept by the lecturer. Findings identified the success of the teaching programme and also revealed substantial benefits for students, practitioners and the lecturer. Selected findings are used to demonstrate how the liaison, teaching, clinical practice and research elements of the nurse lecturer's clinical role could be developed. The project was small scale and grounded within a specific context and thus may not be applicable to other settings. However, it is suggested that collaboration between nurse educationalists and practitioners in this way offers a potential model for developing the clinical role of the nurse lecturer.

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Section: Discussionmentioning

confidence: 99%

Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas

Murphy

2000

Journal of Advanced Nursing

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“…The rigorous sampling method suggested is another positive aspect that reduces bias 15,16 . Both Endacott 12 and Elcock 17 favoured this approach over the Walker and Avant 18 model because of the qualitative rather than quantitative approach to data analysis 11 and lack of necessity for construction of additional cases 12,17 . For this present analysis, it provided a useful framework that had an explicit logical process.…”

Section: Search Methodsmentioning

confidence: 98%

“…Context is fundamental to Rodgers’ 9 evolutionary method of concept development. Many authors who espouse this method 9 of concept analysis in the examination of nursing phenomenon 10,12 , 17 highlighted its ease of use, and explicit guidelines, particularly in the area of obtaining data. The rigorous sampling method suggested is another positive aspect that reduces bias 15,16 .…”

Section: Search Methodsmentioning

confidence: 99%

Exploring the concept of ‘information need’

Timmins

2006

Int J of Nursing Practice

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Identifying information needs is frequently espoused in textbooks, policy documents and reports of research studies; provision of health-care is also now described as 'needs-based', rather than 'service-based'. Yet, there is little understanding or clear definitions of this construct in the literature on the topic. The purpose of this paper is to explore the concept of information need, using concept analysis, with the aim of providing greater clarity. Rodgers' evolutionary approach to concept analysis was used to identify common attributes, antecedents and consequences, of the term information need. Information need emerged as a want or desire for information to be shared by professionals using appropriate communication skills. Information-seeking behaviour manifests in individuals as a response to a stimulus that is perceived as either a challenge or a threat. This attempt to provide a greater clarification of the term was prompted by the ubiquitous use of the term with little consistent definition. It is hoped that this conceptual clarification will guide further study in this area, particularly in relation to the subjective nature of contemporary information needs and its role in coping behaviours of individuals and groups.

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“…Potential burnout has been discussed in the literature (Childs 1995, Elcock 1998), as has the need for effective support, although this has been considered as frequently lacking (Woodrow 1994, Fairbrother & Ford 1998). Role conflict has also been a common theme resulting from the conflicting demands of ‘service’ and ‘education’, and may result in overload and stress (Hemphill et al.…”

Section: Introductionmentioning

confidence: 99%

Developing Lecturer Practitioner roles using action research

Williamson¹,

Webb²,

Abelson-Mitchell³

2004

Journal of Advanced Nursing

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Journal of Advanced Nursing 47(2), 153-164 Developing Lecturer Practitioner roles using action research Background. Lecturer Practitioner roles are well established in the United Kingdom. The national literature demonstrates that these staff are valuable to National Health Service trusts and universities however, their roles are busy and demanding, with conflicting expectations from the two employers. In addition, their role in addressing the theory-practice gap -a major reason for their establishment -is at best unclear. Although a number of qualitative studies have explored the topic, there have been no systematic attempts to develop the role or to quantify the effects on postholders.Aim. This paper reports a study that aimed to develop aspects of Lecturer Practitioners' work roles, examine the effects of this on individuals at one English university, and to quantify Lecturer Practitioners' occupational stress and burnout. Methods. A flexible, 'spiral' action research framework and 'collaborative group approach' were used, with mixed methods of data collection. Data were collected through focus groups, meetings and participant feedback, and participants' reflective diaries. A questionnaire using previously validated psychological attitude rating scales was also used to measure occupational stress and burnout, the extent to which the project influenced these, and the influence of Lecturer Practitioners' experience and qualifications. Six null hypotheses were constructed to measure these ideas. Findings from qualitative and quantitative perspectives were triangulated to give depth to the analysis. Findings. Five themes emerged from the focus groups: personal motivation, workload pressures, role clarity, preparation and support, and gains from the role. Specific policies and documentation were developed as a result of this initial project planning work. The findings from the questionnaire indicated that Lecturer Practitioners were no more stressed or burnt out than comparable workers. Synthesis of findings indicated, broadly speaking, that these LPs were 'thriving rather than just surviving'. Conclusion. Action research was an effective methodology for uncovering new knowledge, and bringing about organizational change in this project.

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Lecturer practitioner: a concept analysis

Cited by 27 publications

References 25 publications

Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas

Collaborating with practitioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas

Exploring the concept of ‘information need’

Developing Lecturer Practitioner roles using action research

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