Should nurse academics engage in clinical practice?

Elliott, Malcolm; Wall, Natalie

doi:10.1016/j.nedt.2007.09.015

Cited by 36 publications

(24 citation statements)

References 31 publications

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“…In the absence of such teaching moments students simply adopt what clinical nurses do, whether it is good practice or not. However, Elliot and Wall (2008) indicate that the existence of nurse education within tertiary education means that nurse educators are academics who besides their classroom/clinical teaching responsibility are also expected to engage in scholarly activities such as research and publication [6]. This hinders the academics from having contact with the clinical environment and maintaining clinical credibility and competence [6].…”

Section: Discussionmentioning

confidence: 99%

“…Webster et al (2010) argue that clinical credibility of nurse teachers is essential if students are to become competent practitioners and this view is echoed by others [4]. This calls for nurse academicians to engage in clinical practice which will help them to keep up to date with current nursing practice so that what is taught in theory relates to what is carried out in practice [5] [6]. This would also help them to maintain clinical competence and confidence as well as to deliver clinically relevant teaching which is based on recent practice [7].…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Students’ Perceptions of the Role of the Nurse Educator during Clinical Placements in Malawian

Msiska¹,

Munkhondya²,

Chilemba³

2014

OJN

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In this article we reported selected findings of a hermeneutic phenomenological study which explored the clinical learning experience of undergraduate nursing students in Malawi. The setting for the study was a university nursing college and the sample was selected purposively, consisting of thirty participants. Conversational interviews were conducted and a framework developed by modifying Colaizzi's procedural steps guided the phenomenological analysis. The study findings reflect students' perspectives on what the ideal role of a nurse educator in Malawi should entail. Contrary to most of the literature from western countries, the findings strongly indicate the need for nurse educators to teach students during clinical placements by engaging in hands-on-care. Additionally, the study also indicates the need for educators to view their role holistically by focusing on both academic and personal aspects of the students' life. The study illustrates the need for connected educator-student relationships.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Undergraduate Students’ Perceptions of the Role of the Nurse Educator during Clinical Placements in Malawian

Msiska¹,

Munkhondya²,

Chilemba³

2014

OJN

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“…Sykepleielaerers rolle i sykepleiestudenters kliniskes praksis er gjenstand for en på-gående debatt og beskrives som uklart definert (31)(32)(33)(34). Klinisk troverdighet innebaerer å vaere klinisk kompetent og oppdatert (36).…”

Section: Uklar Rolleunclassified

Bedre kvalitetssikring av praksis

Skaalvik¹

2015

Sykepleien

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“…Due to their involvement in the clinical field, teachers acquire new information directly and improve their teaching (Elliott & Wall, 2008).…”

Section: Introductionmentioning

confidence: 99%

Joint Appointments In Nursing – A Necessity Or A Hindrance?

Cojocaru¹,

Sharabani²

2018

The European Proceedings of Social and Behavioural Sciences

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The question of whether nursing teachers should combine teaching in the classroom with work in the clinical field1 is the focus of much discussion. There are arguments in favour and against the efficacy of combining teaching and working in the clinical field during the training period of future nurses. The transition to academic teaching of nursing in colleges and universities has created a gap between the theory studied in the classroom and the reality practiced in the field. This fact is commonly documented in the professional literature. In order to help bridge this gap, several models aim to preserve the clinical competence and nursing skills of nursing teachers (Fisher, 2005). In this paper, I will present a survey examining the attitudes of nursing teachers whose main job is at a nursing school and of nurses who combine teaching at a nursing school with work in the clinical field as staff nurses. Participants in the survey also included a third group of students in an academics' retraining track. The goal of the survey was to examine attitudes of those involved in nursing and in nursing education towards the issue of clinical reliability of nursing teachers and its preservation and enhancement. The conclusions represent the personal attitudes of the participants and can serve as a possible model for adoption by the nursing leadership on a national level.1 The clinical field is any place where the nurse is employed: a hospital ward, community clinic, dialysis institute, or any other nursing care workplace.

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Should nurse academics engage in clinical practice?

Cited by 36 publications

References 31 publications

Undergraduate Students’ Perceptions of the Role of the Nurse Educator during Clinical Placements in Malawian

Undergraduate Students’ Perceptions of the Role of the Nurse Educator during Clinical Placements in Malawian

Bedre kvalitetssikring av praksis

Joint Appointments In Nursing – A Necessity Or A Hindrance?

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