Nurse Lecturers: Who do we think we are? A qualitative study exploring nurse lecturers perceptions of their role

The role of nurse teacher is complex and evolving reflecting the changes in nurse education and the movement into higher education (Ramage, 2004; Gillespie and McFetridge, 2006). Several terms are used to describe the role: nurse tutor, nurse teacher, nurse educator nurse lecturer and rarely nurse academic demonstrating potential tensions and challenges in the interpretation of the role (Carr, 2007). However there is limited evidence as to what the actual role is resulting in confusion particularly for new appointments. This study aimed to explore nurse lecturers’ perceptions of their role and potential future challenges. Methodology: A qualitative methodology using focus group interviews was adopted for the study. Focus groups were selected enabling group discussion and interaction, allow participants to use their own frames of reference and identify topics. A purposive sample of nurse lecturers with various years of experience was invited to participate. 21 nurse lecturers participated in four audio taped focus groups. Data was analysed for emerging themes using thematic analysis. Results & discussion: The results suggest that teaching was central to the nurse lecturer role. However tensions were experienced in reconciling the demands of meeting current provision and the pursuit of professional development as university lecturers. Interestingly keeping clinical credibility was important to the respondents, though many had difficulty in maintaining it, which created a sense of loss. This paper discusses the results and explores potential reasons for the findings.