The changing academic role of the nurse teacher in the United Kingdom.
This paper presents findings from a national study conducted over a 3-year period (1991-94) which examined the changing role of the nurse teacher. The study used multiple methods to collect data from a wide variety of respondents (nurse teachers, midwife teachers, clinical nurses, health service managers and higher education lecturers). This paper presents the findings relating to the development of the nurse teacher's academic role following the introduction of Project 2000. The issues presented and discussed include specialization within the nurse teacher's role, the nature of this specialization and the development of academic credibility and scholarship. The implications of these changes in terms of the development of nursing as an academic subject area and the opportunity to contribute to the establishment of research based practice are explored.
Kirk
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National Primary Care Research and Development Centre, University of Manchester, England.
Carlisle
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Luker
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D003697:Delphi Technique; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration*; D017144:Focus Groups; D006801:Humans; D007587:Job Description; D015402:Nursing Education Research; D009936:Organizational Innovation; D013041:Specialties, Nursing / Q000193:education; D011795:Surveys and Questionnaires; D006113:United Kingdom