An exploration into the role of the teacher/lecturer in practice: findings from a case study in adult nursing

Aston, Liz; Mallik, Maggie; Day, Christopher; Fraser, Diane

doi:10.1054/nedt.1999.0455

Cited by 48 publications

(36 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Aston et al (2000) conducted a multi-site study into the role of teachers and lecturers in practice because of problems with practice education. They concluded the role needed to be clarified as the responsibility for both theoretical and practice elements was placed with the universities.…”

Section: Debatementioning

confidence: 99%

“…Paramount of these was practice educators' visibility in practice, credibility, and ability to narrow the theory practice divide for students. The presence of the lecturer in the practice setting was very important (Aston et al, 2000). Brown and Pollack (1998) asserted that trained nurses judged the effectiveness of nurse teachers in clinical areas in relation to their ability to assist students to manage the reality of clinical practice, with an obligation to narrow the theory-practice gap (Driver and Campbell, 2000) by finding the most effective way for students to achieve their objectives (Davies et al, 1996).…”

Section: Debatementioning

confidence: 99%

“…Brown and Pollack (1998) asserted that trained nurses judged the effectiveness of nurse teachers in clinical areas in relation to their ability to assist students to manage the reality of clinical practice, with an obligation to narrow the theory-practice gap (Driver and Campbell, 2000) by finding the most effective way for students to achieve their objectives (Davies et al, 1996). Aston et al (2000) identified aspects of the practice educator role as student support and the development of the learning environment including practitioner support and development. They were a link between the university and practice (Williamson, 2004) as well as students and practitioners (Newton and Smith, 1998).…”

Section: Debatementioning

confidence: 99%

“…They could expect to be well prepared for their role, but in many cases preparation for their role had been lacking (Aston et al, 2000). Where formal induction procedures had been available they were unhelpful .…”

Section: Debatementioning

confidence: 99%

“…Where formal induction procedures had been available they were unhelpful . Aston et al (2000) noted a perceived lack of guidance, and where guidance was available it was vague, unachievable and open to individual interpretation. Even though practice educators were perceived to have had obligations in the practice setting their actual role there was not clearly defined (Davies et al, 1996), with unclear expectations, no universal job description or method of implementing the role.…”

Section: Debatementioning

confidence: 99%

See 4 more Smart Citations

Practice educators in the United Kingdom: A national job description

Rowe

2008

Nurse Education in Practice

View full text Add to dashboard Cite

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.

show abstract

Section: Debatementioning

confidence: 99%

Section: Debatementioning

confidence: 99%

Section: Debatementioning

confidence: 99%

Section: Debatementioning

confidence: 99%

Section: Debatementioning

confidence: 99%

See 3 more Smart Citations

Practice educators in the United Kingdom: A national job description

Rowe

2008

Nurse Education in Practice

View full text Add to dashboard Cite

show abstract

Defining clinical credibility: Protocol for a systematic review

et al. 2019

View full text Add to dashboard Cite

How is clinical credibility defined in nursing? A systematic review

et al. 2019

View full text Add to dashboard Cite

Aim:To synthesise what is known about the concept of clinical credibility in nursing. Background: Clinical credibility is a commonly-used phrase in both academic and clinical settings. There is a perception that having 'clinical credibility' is valuable when teaching health care professionals. Whilst a common topic of conversation among educators, there is lack of clarity about what it means. To date, there has not been a systematic review that has examined the definition of clinical credibility as a concept. Design: Systematic review. Data sources: CINAHL (EBSCO), EMBASE (Ovid), MEDLINE, Nursing & Allied Health Database (ProQuest) and PsycInfo (Ovid). Search methods: Primary studies published in English that had a focus on 'clinical credibility' directly or indirectly were selected. The search was carried out between May-August 2018. No date limits were applied. Two researchers completed title, abstract and full text screening. Data extraction and quality appraisal was conducted independently by two reviewers. Search outcome: A total of 2189 studies were retrieved. Seventeen studies met eligibility criteria and were included in the review. Clinical credibility was defined in different ways. The concept is employed without being clearly defined and is often used interchangeably with other phrases. The concept is more commonly depicted as having features, attributes and associated words, in essence it remains unclear. Conclusion: No clear understanding of the concept of 'clinical credibility' exists within the literature.

show abstract

An exploration into the role of the teacher/lecturer in practice: findings from a case study in adult nursing

Cited by 48 publications

References 8 publications

Practice educators in the United Kingdom: A national job description

Practice educators in the United Kingdom: A national job description

Defining clinical credibility: Protocol for a systematic review

How is clinical credibility defined in nursing? A systematic review

Contact Info

Product

Resources

About