The meaning of being a nurse educator and nurse educators' attraction to academia: A phenomenological study

The impact of Nursing and Midwifery Council revalidation on the professional identity of academic staff in a higher education institution: A qualitative study

“…Interviewees were positive about an academic career and did not express regret about their choice. This is an interesting finding given their identity as nurses and midwives and may relate to the work of Laurencelle et al (2016), whose subjects explained their motivation to work in higher education as a desire to teach, considering teaching as part of nursing practice and wanting to educate the next generation (Smith & Boyd, 2012;Weidman, 2013).…”

“…The desire of nurses, midwives and allied health professionals in academia to maintain their clinical identities is widely reported in the literature (Findlow, 2012;Laurencelle, Scanlan, & Brett, 2016;Murray, Stanley, & Wright, 2014;Smith & Boyd, 2012). The reluctance to take on the new identity of researcher or lecturer has been attributed to lack of confidence and institutional support to undertake the new role (Andrew, Lopes, Pereira, & Lima, 2014).…”

“…Recruitment and retention of academic staff in nursing and midwifery is of international concern, linked to the global shortage of nurses (Laurencelle, ). Revalidation was introduced in the United Kingdom by the Nursing and Midwifery Council (NMC) in April 2016 in response to a recommendation of the report by Sir Robert Francis QC () into the role of commissioning, supervisory and regulatory bodies in the monitoring of standards at Mid Staffordshire Foundation NHS Trust.…”

Addressing the psychosocial needs of patients: Challenges for nursing students

“…The behaviors of nursing academicians, such as role‐playing and feedback, significantly contributed to students assessing the patients. The workload of the academicians, the lack of support, poor role preparations, high‐performance expectations, the lack of nurse academicians, and inadequate resources may prevent them from performing their roles and responsibilities . Academicians have found that insufficient time for clinical practice competes with academia for classroom‐based teaching, publishing, and research activities.…”

“…The workload of the academicians, the lack of support, poor role preparations, high-performance expectations, the lack of nurse academicians, and inadequate resources may prevent them from performing their roles and responsibilities. [28][29][30] control by sharing confidential information. This confidential information may cause concern for both as this information can cause ambivalence and ethical problems.…”