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

Leigh, JA

Abstract

The concepts and constructs of partnership and collaboration are increasingly becoming
embedded critical success factors which influence the education of nurses from within the
practice setting. Adopting a partnership and collaborative approach is congruent with
professional and political policy whereby the symbolic message is that working together is
essential; and that there is an expectation of interdependency rather than autonomy when
developing the nurse workforce and nursing. The aim of this thesis is to critically explore the
role 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 a
unique conceptual framework the key role, partnership and collaboration concepts and
constructs required to effectively situate the nurse lecturers practice role within the practiceeducation
partnership. Phase Two adopts the single and embedded case study approach to
examine the nurse lecturer role operating within an existing HEI and NHS partnership (one
School of Nursing and a sample of its partner practice healthcare organisations) and
examines the application of the conceptual framework to practice.
The case study is located in a qualitative-interpretive paradigm, with the researcher
capitalising on the concept of insider research due to the conduction of the study within her
own School of Nursing. A blend of theoretical, purposive and typical case sampling
techniques combined with stakeholder analysis and influence mapping provides an
opportunity to examine the nurse lecturer roles from the multiple perspectives of key
stakeholders (i.e. nurse lecturer, student, education manager, mentor, and practice
education facilitator. Adopting an inductive content analysis approach to data collection and
analysis ensures that coding categories are derived directly from the qualitative data. The
following four themes are reported on: clarity, compelling reasons and defining role
expectations; right people and role conformity; communication; and leadership, review and
role development.
The thesis concludes with the firm understanding that exposure to clinical practice is a
fundamental requirement to the overall existence of the nurse lecturer's role. The evidence
in support of this statement is generated from the multi- stakeholder perspectives at the case
study site, contemporary professional requirements, evidence generated from undertaking
the literature reviews and reviewing historical background evidence. However, new
frameworks and models are required to effectively situate the nurse lecturer's role within the
practice-education partnership and provide a platform for any subsequent role negotiation.
Application of the role, partnership and collaboration conceptual framework to the existing
practice-education partnership provides the evidence of the best partnership and
collaboration processes and conditions. This enables the nurse lecturer to engage more
effectively within the practice setting and best contribute towards the aims and compelling
reasons for the partnership. Best partnership conditions include:
• Utilising the aims and compelling reasons for the partnership as the catalyst to define
the emergent practice role and then negotiate the role to be performed with key
stakeholders from within the partnership
• Promote the development of relationships, strong leadership skills and
communication and use as the vehicle to bridge the gap between the current purpose
of the role and any future role expectations identified by the range of key
stakeholders
• Implement strategies to contest the traditional expectations of the role and instead
favour non-conformity to deal with role strain and to introduce a state that promotes
role creativity and flexibility
• Develop the communication that compliments the aims and compelling reasons for
the partnership
• Develop robust leadership structures to lead the development of the practice role
Policy and practice recommendations include the need to retain the healthcare setting as a
compulsory 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 scenario
where the nurse lecturer has role clarity and is provided with regular feedback given in a
structured manner, and the role monitored and measured against identified success criteria.

Citation

Leigh, J. Critical exploration of the role of the nurse lecturer in practice situated within an existing Higher Education Institution and NHS partnership. (Thesis). University of Salford

• Thesis Type: Thesis
• Deposit Date: Jul 30, 2021
• Award Date: Jan 1, 2012