Exploring the lecturer/practitioner role: individuals perceptions of the lived experience.
This study explored the individual experiences of lecturer practitioners during the development of their role while on secondment to a university. The method was an inductive approach influenced by phenomenology using a sample of six qualified nurses fro m a variety of clinical backgrounds in both the community or hospital settings. Data from the unstructured interviews was collected, recorded and analysed using Burnard's method of Thematic Content Analysis (Burnard 1991). Common themes emerged highligh ting the positive and negative aspects of the lecturer practitioner role; expectations, support, credibility, time-management, and contractual issues. The findings will assist with future role development in the university, provide information for other universities and Trusts considering introduction and development of the role as well as individuals who may be interested in taking up the challenge of the lecturer practitioner post.
Nelson
Linda
L
Adult Nursing, University Teesside, School of Health & Social Care, Middlesbrough, TS1 3BA, UK.
McSherry
Robert
R