Critical exploration of the role of the nurse lecturer in practice situated within an existing Higher Education Institution and NHS partnership

The concepts and constructs of partnership and collaboration are increasingly becomingembedded critical success factors which influence the education of nurses from within thepractice setting. Adopting a partnership and collaborative approach is congruent withprofessional and political policy whereby the symbolic message is that working together isessential; and that there is an expectation of interdependency rather than autonomy whendeveloping the nurse workforce and nursing. The aim of this thesis is to critically explore therole of the nurse lecturer in practice situated within a HEI and NHS (practice-education)partnership. The thesis is structured in two sequential phases. Phase One combines into aunique conceptual framework the key role, partnership and collaboration concepts andconstructs required to effectively situate the nurse lecturers practice role within the practiceeducationpartnership. Phase Two adopts the single and embedded case study approach toexamine the nurse lecturer role operating within an existing HEI and NHS partnership (oneSchool of Nursing and a sample of its partner practice healthcare organisations) andexamines the application of the conceptual framework to practice.The case study is located in a qualitative-interpretive paradigm, with the researchercapitalising on the concept of insider research due to the conduction of the study within herown School of Nursing. A blend of theoretical, purposive and typical case samplingtechniques combined with stakeholder analysis and influence mapping provides anopportunity to examine the nurse lecturer roles from the multiple perspectives of keystakeholders (i.e. nurse lecturer, student, education manager, mentor, and practiceeducation facilitator. Adopting an inductive content analysis approach to data collection andanalysis ensures that coding categories are derived directly from the qualitative data. Thefollowing four themes are reported on: clarity, compelling reasons and defining roleexpectations; right people and role conformity; communication; and leadership, review androle development.The thesis concludes with the firm understanding that exposure to clinical practice is afundamental requirement to the overall existence of the nurse lecturer's role. The evidencein support of this statement is generated from the multi- stakeholder perspectives at the casestudy site, contemporary professional requirements, evidence generated from undertakingthe literature reviews and reviewing historical background evidence. However, newframeworks and models are required to effectively situate the nurse lecturer's role within thepractice-education partnership and provide a platform for any subsequent role negotiation.Application of the role, partnership and collaboration conceptual framework to the existingpractice-education partnership provides the evidence of the best partnership andcollaboration processes and conditions. This enables the nurse lecturer to engage moreeffectively within the practice setting and best contribute towards the aims and compellingreasons for the partnership. Best partnership conditions include:• Utilising the aims and compelling reasons for the partnership as the catalyst to definethe emergent practice role and then negotiate the role to be performed with keystakeholders from within the partnership• Promote the development of relationships, strong leadership skills andcommunication and use as the vehicle to bridge the gap between the current purposeof the role and any future role expectations identified by the range of keystakeholders• Implement strategies to contest the traditional expectations of the role and insteadfavour non-conformity to deal with role strain and to introduce a state that promotesrole creativity and flexibility• Develop the communication that compliments the aims and compelling reasons forthe partnership• Develop robust leadership structures to lead the development of the practice rolePolicy and practice recommendations include the need to retain the healthcare setting as acompulsory component of the nurse lecturer's role. The role should be partnership specific,not determined by a prescriptive and restrictive nationally generated role, but a scenariowhere the nurse lecturer has role clarity and is provided with regular feedback given in astructured manner, and the role monitored and measured against identified success criteria.

Level dc:type.qualificationlevel

Doctoral (Level 8)

Year dc:date.issued

2012

Author dc:creator

• Leigh, JA

Language dc:language

en

Identifier

oai:salford-repository.worktribe.com:1338123

OAI identifier oai:identifier

oai:salford-repository.worktribe.com:1338123