Exploring the challenges and successes of the Lecturer Practitioner role using a stakeholder evaluation approach

Abstract

Rationale Plans for NHS reform include strategies to reduce the gap between theory and the realities of clinical practice, with the aim of improving patient care. The role of Lecturer Practitioners (LPs) as educators for nurses who ‘bridge’ the theory–practice gap forms a central part of this strategy. Given the amount of investment in the role and its potential, this study sought to evaluate the impact of the LP role within the education and practice setting from the perspective of key stakeholders. Methodology The study, which included five LPs from a range of backgrounds, followed the principles of stakeholder evaluation. Each LP and their line manager identified six informants who were familiar with the LP’s role. The total sample consisted of 36 participants. Semi‐structured interviews were used to gain the perceptions of stakeholders about the LP role. The emerging themes were then discussed, consensus reached, and a collaborative project report produced. Findings The findings were derived from the perceptions of the stakeholders. Minimally interpretive analysis of the data resulted in identification of five themes: (i) general overview of LP’s individual qualities; (ii) preconceived notions of the post; (iii) reality of the post; (iv) areas of concern; and (v) developing the role. Conclusions The findings indicated that the LP role provides a credible and valuable link between theory and practice and, as such, is an important contribution to the modernization agenda of the NHS. It was apparent, however, that there are a number of areas in which developments are needed, and that organizational and individual actions are necessary in order to achieve the most from these posts.

What is a theory-practice gap? An exploration of the concept

“…The role of the Lecturer-Practitioner (LP) was created in the 1990s in the UK with the specific aim of bridging the theory-practice gap. Hancock et al (2007) Theory perceived as irrelevant to practice Rolfe (2002) argues there is a correlation between out-dated theories, linked with the misconception of the relationship of theory to practice. However, other authors (Maben et al 2006, Ousey andGallagher 2007) suggest the fault lies with the lack of socialisation of the theories into the clinical setting and the failure to integrate research into the clinical practice environment.…”

Is there a crisis in inpatient mental health care?

“…In particular LP were found to be flexible and maintained a credible status with students, and were generally rated highly (Fairbrother and Mathers 2004). In pre registration nursing, students have identified the LP as a useful source of information to consult (Hancock et al 2007). Lecturer Practitioners have the potential to boost the confidence of undergraduate nursing students and able to bridge the practice theory gap and should strengthen the role of Continuous Professional Development for nurses.…”

Practice educators in the United Kingdom: A national job description

“…There has been lack of clarity with the roles with no common denominator for the level of responsibility (Salvoni, 2001). 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).…”

“…Conflict arose from serving two masters at the same time . Tensions were noticed by others as well, with one participant in Hancock et al's (2007) study stating it was hard to know if he (the practice educator), was representing the university or the trust. Practitioners and students recognised the difficulties of educators being responsible to both service and education (Carson and Carnwell, 2007).…”

“…Much of the lack of clarity and problems between education and practice resulting from joint appointments could be reduced. Local initiatives could concentrate on preparing post-holders for the role rather than the conflicting demands from within and between services and education about the focus of the role (Hancock et al, 2007).…”