What is the future of the lecturer practitioner role—a decade on?

Leigh, Jacqueline; Monk, Juliet; Rutherford, June; Windle, Jill; Neville, Lillian

doi:10.1054/nepr.2002.0073

Cited by 7 publications

(9 citation statements)

References 13 publications

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“…1980, Loudermilk 1990, Ormond‐Walshe & Newham 2001). Many of these themes are mirrored in research findings by Leigh et al. (2002) exploring the role of the lecturer practitioner.…”

Section: Introductionmentioning

confidence: 94%

“…For example, formulation of a job description that clearly defines the role, developing a role that has some form of career progression for the person in post and the identification of clear lines of authority can help to alleviate problems associated with role ambiguity, lack of support and career progression (Colerick et al. 1980, Loudermilk 1990, Ormond‐Walshe & Newham 2001, Leigh et al. 2002).…”

Section: Business Planningmentioning

confidence: 99%

“…This again can help address the key themes identified from the earlier literature on the development and impact of new roles in nursing such as preparation for the role and support in the role once appointed (Humphris & Soar 1994, Bousefield 1997, Read 1999, Cameron & Masterson 2000, Mills et al. 2000, Leigh et al. 2002).…”

Section: Training and Developmentmentioning

confidence: 99%

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Creating an organizational infrastructure to develop and support new nursing roles - a framework for debate

et al. 2005

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“…1980, Loudermilk 1990, Ormond‐Walshe & Newham 2001). Many of these themes are mirrored in research findings by Leigh et al. (2002) exploring the role of the lecturer practitioner.…”

Section: Introductionmentioning

confidence: 94%

Section: Business Planningmentioning

confidence: 99%

See 1 more Smart Citation

Creating an organizational infrastructure to develop and support new nursing roles - a framework for debate

et al. 2005

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“…Vocational courses in the higher education sector, including nursing and social work, have a history of involving current practitioners in the educational development of new professionals (Leigh et al, 2002;Smith, 1965). Nursing and social work training programmes have periods during which students learn by working alongside practitioners in supervised placements.…”

Section: Introductionmentioning

confidence: 99%

Nursing and social work students' perceptions of lecturing by non-university practitioners

Williams

Mostyn²,

Fyson

2009

Journal of Interprofessional Care

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“…Since the early 1990s there has been a plethora of government policies and strategies aimed at modernizing Britain’s National Health Service (NHS). Amidst these plans for reform, there are policies that specifically address nurse education and its relationship with higher education and with service providers [1]. Concern was raised over the apparently widening theory–practice gap in nurse education as a result of the move to Higher Education [2].…”

Section: Introductionmentioning

confidence: 99%

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

Hancock

Lloyd

Campbell

et al. 2007

Evaluation Clinical Practice

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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.

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What is the future of the lecturer practitioner role—a decade on?

Cited by 7 publications

References 13 publications

Creating an organizational infrastructure to develop and support new nursing roles - a framework for debate

Creating an organizational infrastructure to develop and support new nursing roles - a framework for debate

Nursing and social work students' perceptions of lecturing by non-university practitioners

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

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