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

Title
Exploring the challenges and successes of the Lecturer Practitioner role using a stakeholder evaluation approach
Publication Date
2007
Author(s)
Hancock, Helen
Lloyd, Hilary
Campbell, Steve
Turnock, Chris
Craig, Stephen
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Wiley-Blackwell Publishing Ltd
Place of publication
United Kingdom
DOI
10.1111/j.1365-2753.2006.00750.x
UNE publication id
une:5842
Abstract
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.
Link
Citation
Journal of Evaluation in Clinical Practice, 13(5), p. 758-764
ISSN
1365-2753
1356-1294
Start page
758
End page
764

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