National survey of Lecturer/Practitioners in physiotherapy

Stevenson, Kay; Chadwick, Anne; Hunter, Susan M.

doi:10.1016/j.physio.2004.01.003

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…While the structural obstacles to a fully functioning CAC may be gaining clarity, there remains an absence of empirical evidence on the personal and professional experiences of the transition from clinician or academic to clinical academic. Role conflict, challenges to identity and ethical dilemmas have been identified previously in dual roles such as lecturer-practitioner or practitioner-researcher [ 20 – 22 ]. Clinical academic roles have the potential to significantly impact on the quality of patient care provision, to inform efficient and effective service delivery, and we argue that their development requires increased prominence in healthcare, higher education and research [ 7 , 23 , 24 ].…”

Section: Introductionmentioning

confidence: 99%

Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals

et al. 2020

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Background A highly skilled workforce is required to deliver high quality evidence-based care. Clinical academic career training programmes have been developed to build capacity and capabilities of nurses, midwives and allied health professionals (NMAHPs) but it remains unclear how these skills and roles are operationalised in the healthcare context. The aim of this study was to explore the experiences of early career clinical academic NMAHPs who have undertaken, or are undertaking, clinical academic master’s and doctoral studies in the United Kingdom. Methods We conducted 17 in-depth semi-structured interviews with early career clinical academics which included; nurses, midwives and allied health professionals. The data were analysed using thematic analysis. Results Two themes emerged from the data; identity transformation and operationalising transformation. Both these highlighted the challenges and opportunities that early clinical academic training provided to the individual and organisation in which they practiced. This required the reconceptualization of this training from the pure acquisition of skills to one of personal and professional transformation. The findings suggest that individuals, funders, and organisations may need to relinquish the notion that training is purely or largely a transactional exchange in order to establish collaborative initiatives. Conclusion Stakeholders need to recognise that a cultural shift about the purposes of research training from a transactional to transformative approaches is required to facilitate the development of NMAHPS clinical academics, to enable them to contribute to innovative health and patient care.

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Section: Introductionmentioning

confidence: 99%

Capitalising on the transformational opportunities of early clinical academic career training for nurses, midwives and allied health professionals

et al. 2020

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“…Theory and practice Discussions about theory-practice highlighted a 'resistance' to dual posts, which has also been found in examinations of LP roles (Stevenson et al 2004, Barrett 2007, Mills 2007). There were mixed views of the model, where three participants were in favour of it and four commented on its challenges.…”

Section: Resultsmentioning

confidence: 88%

“…This issue of role boundaries is considered in the literature (Stevenson et al 2004, Noonan et al 2008, and dual post 3 noted: 'If I'm at my practice, working as a nurse clinically at the time when there's a student from the university there on a placement, but I'm not there as a university lecturer, I'm there as a member of bank staff, I think there are potentially… some issues around boundaries. '…”

Section: Resultsmentioning

confidence: 99%

Performing dual roles in education and practice

Hackett¹,

Rooke²

2016

Nursing Management

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“…They work alongside academic staff to provide balance between academia and clinical reality. Concerns over how the LP manages their time within the role (Stevenson et al 2004) may prevent some practitioners from pursuing such an opportunity. The value this role can bring to the LP, student development and professional clinical environment warrants further exploration.…”

Section: Author Information Author Informationmentioning

confidence: 99%