The role of the lecturer practitioner: An exploration of the stakeholders and practitioners perspective

Leigh, Jacqueline; Howarth, Michelle; Devitt, Patric

doi:10.1016/j.nepr.2005.01.001

Cited by 16 publications

(9 citation statements)

References 20 publications

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“…Dette er beskrevet som en positiv effekt av en rolle med forankring i både utdanningsinstitusjon og praksisfelt (7,17,19). TYDELIGE FØRINGER.…”

Section: Felles Budskapunclassified

“…TYDELIGE FØRINGER. Leigh (19) beskriver erfaringer gjort i kombinertstillinger (lecturer practitioner) og at uklare forventninger skaper frustrasjoner hos den som er ansatt. Vårt forskningsprosjekt hadde tydelige føringer og konkrete arbeidsoppgaver.…”

Section: Felles Budskapunclassified

“…Funnene i studien viser for øvrig en klar sammenheng mellom ledelsens evne til tydeliggjøring av forventninger, ansvar, støtte og oppfølging overfor arbeidstakere i kombinertstillinger og grad av vellykket gjennomføring. Nyere litteratur viser til lignende funn (17,19).…”

Section: Felles Budskapunclassified

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Kombinerte stillinger gir faglig gevinst

Frigstad¹,

Nøst²,

Blekken³

2015

Sykepleien

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“…Dette er beskrevet som en positiv effekt av en rolle med forankring i både utdanningsinstitusjon og praksisfelt (7,17,19). TYDELIGE FØRINGER.…”

Section: Felles Budskapunclassified

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Kombinerte stillinger gir faglig gevinst

Frigstad¹,

Nøst²,

Blekken³

2015

Sykepleien

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“…Although it has not been apparent from the evaluations, there is a danger that in the absence of clear expectations the role could be ineffective in both education and practice (Hancock et al, 2007). Because there has been no overarching definition for a practice educator formal evaluation of the role has been more difficult (Leigh et al, 2005). Jowett and McMullan (2007) concluded the practice educator was a link between practice and the university.…”

Section: Debatementioning

confidence: 99%

“…One of the frequently discussed problems for practice educator was career progression. As a joint appointment there was a need for a clearer career pathway (Leigh et al, 2005) with a structure and appropriate salary (Salvoni, 2001). Often choices were between staying in practice, remaining a practice lecturer or taking up a temporary secondment to the university.…”

Section: Debatementioning

confidence: 99%

Practice educators in the United Kingdom: A national job description

Rowe

2008

Nurse Education in Practice

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SUMMARYMuch is known about the purpose of practice educators in the United Kingdom, but how their role is implemented is subject to conflicting expectations, partly created by the structure in which they work. Joint appointments between universities and practice are an opportunity for both organisations to collaborate in a partnership to enhance practice learning and fulfill one of the main aims of the practice educator role: to narrow the theory-practice gap. However tensions exist. This paper advocates a national (UK) job description for practice educators to reduce some of the tensions and conflict between the expectations of collaborating partners in practice learning. This would enable practice educators to concentrate on their obligations while employers concentrate on enabling practice educators to fulfill their obligations by upholding their rights to proper preparation, support and career structure. DEBATEIn a recent paper Jowett and McMullan described an evaluation of a new practice educator role supporting pre-qualifying nursing students across three counties in the UK (Jowett and McMullan, 2007). They reported that the practice educator was perceived as an important link between practice and the University and supportive to both mentors and students. They also identified some of the difficulties practice educators experienced; lack of a common understanding over promoting clinical competence, and tensions that have arisen out of being a joint appointment between the NHS and HEI. This paper aims to stimulate debate about how practice educators fulfill their obligations whilst exploring their role further. It illuminates the practice educator role in terms of their obligations and their rights, and discusses the merits of being a joint appointment between service and education providers. It concludes by proposing that there should be a single national (UK) job description for practice educators.Roles refer to a position in a social structure, and can be defined as sets of rights and obligations (Banton, 1965). Practice educators have obligations to the public, their employer, professional body and their colleagues, as well as their students.

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Careers in Research and Education

Twycross¹

2015

Developing Nursing Practice With Children and Young People

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The role of the lecturer practitioner: An exploration of the stakeholders and practitioners perspective

Cited by 16 publications

References 20 publications

Kombinerte stillinger gir faglig gevinst

Kombinerte stillinger gir faglig gevinst

Practice educators in the United Kingdom: A national job description

Careers in Research and Education

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