Achieving confidence and competence for lecturers in a practice context

Bentley, Jenny; Pegram, Anne

doi:10.1016/s1471-5953(02)00112-9

Cited by 19 publications

(11 citation statements)

References 23 publications

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“…Clinical activity should nurture clinical competence and ensure lecturers are legitimately able to facilitate students' learning in the classroom, particularly the theory and practice of clinical skills. A review of the literature revealed that different inferences were associated with the term ''clinical activity'', for example credibility (Bentley and Pegram, 2003), clinical competence (Ousey and Gallagher, 2010;Barrett, 2007) and clinical currency (Fisher, 2005) being used interchangeably and having a similar meaning. Ferguson et al (2003) noted that the delivery of direct client care by lecturers is just one aspect of what could constitute clinical activity so that the domain of clinical activity consists of more than direct patient work.…”

Section: Considerations From the Literaturementioning

confidence: 99%

The Practice Engagement Framework: a framework that assists the identification and development of the clinical role for lecturers in mental health nursing

Young

Evans

Bowring-Lossock

2012

The Journal of Mental Health Training, Education and Practice

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About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The aim of this paper is to offer a framework that captures the clinical activity of mental health nursing academics.Design/methodology/approach -Through an exploration of relevant literature and an examination of the practices of a team of mental health nursing academics, the key clinical activities that academics were engaged in were identified.Findings -The Practice Engagement Framework offers a structure to identify the range and breadth of clinical engagement for nursing academics.Originality/value -This framework might be useful for other mental health academics from other professional groups such as social work and occupational therapy.

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Section: Considerations From the Literaturementioning

confidence: 99%

The Practice Engagement Framework: a framework that assists the identification and development of the clinical role for lecturers in mental health nursing

Young

Evans

Bowring-Lossock

2012

The Journal of Mental Health Training, Education and Practice

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“…Here lies the challenge confronting nursing teachers: they must have recent knowledge of all the latest developments in the field in order to ensure familiarity with and expertise in clinical skills and to provide education and support that is solidly anchored in both theory and practice. Therefore, it is essential that they preserve their clinical skills as well as their academic expertise (Cahil, 1997;Bentley & Pegram, 2003;Gillespie & McFetridge 2006). For some time, the clinical credibility and professional competence of nursing teachers have been a matter of dispute: Do teachers have more responsibility for supporting clinical instructors and the clinical field?…”

Section: Introductionmentioning

confidence: 99%

“…Acton et al (1992) mentions that clinical competency is manifested in expert knowledge in a certain field. One may deduce from this that teachers who acquire a set of clinical activities may potentially improve their teaching (Bentley & Pegram, 2003). As mentioned above, teachers can remain abreast of innovations in the clinical field in multiple ways.…”

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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“…Although clinical expertise is considered important for CNE, that expert knowledge and skill might not always translate into clinical teaching expertise (Mann, ). Competence as a clinical educator has been inextricably linked to role confidence (Bentley & Pegram, ), and both are considered integral to effective clinical teaching (Heshmati‐Nabavi & Vanaki, ; Hou, Zhu, & Zheng, ). However, the development of competence and confidence in clinical teaching has not been explored.…”

Section: Introductionmentioning

confidence: 99%

Development and validation of an instrument to measure nurse educator perceived confidence in clinical teaching

Nguyen

Forbes

Mohebbi

et al. 2017

Nursing & Health Sciences

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Teaching nursing in clinical environments is considered complex and multi-faceted. Little is known about the role of the clinical nurse educator, specifically the challenges related to transition from clinician, or in some cases, from newly-graduated nurse to that of clinical nurse educator, as occurs in developing countries. Confidence in the clinical educator role has been associated with successful transition and the development of role competence. There is currently no valid and reliable instrument to measure clinical nurse educator confidence. This study was conducted to develop and psychometrically test an instrument to measure perceived confidence among clinical nurse educators. A multi-phase, multi-setting survey design was used. A total of 468 surveys were distributed, and 363 were returned. Data were analyzed using exploratory and confirmatory factor analyses. The instrument was successfully tested and modified in phase 1, and factorial validity was subsequently confirmed in phase 2. There was strong evidence of internal consistency, reliability, content, and convergent validity of the Clinical Nurse Educator Skill Acquisition Assessment instrument. The resulting instrument is applicable in similar contexts due to its rigorous development and validation process.

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Achieving confidence and competence for lecturers in a practice context

Cited by 19 publications

References 23 publications

The Practice Engagement Framework: a framework that assists the identification and development of the clinical role for lecturers in mental health nursing

The Practice Engagement Framework: a framework that assists the identification and development of the clinical role for lecturers in mental health nursing

Joint Appointments In Nursing – A Necessity Or A Hindrance?

Development and validation of an instrument to measure nurse educator perceived confidence in clinical teaching

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