The clinical role of the nurse teacher in the United Kingdom*

The focus of this paper is the clinical role of the nurse teacher. Using selected findings from a small exploratory study in which a questionnaire was used to gather quantitative and qualitative data from teachers about their role, three areas are discussed. Examination of the number of clinical areas teachers link with identified three different models of clinical contact. The frequency and timing of teachers’ visits to clinical areas are not evenly distributed and some of the reasons for this are discussed. The nature of the clinical role is explored with emphasis on liaison and teachers’ perceptions of support of students and clinical staff. Finally, teachers’ perceptions of their clinical skill and the implications of this is discussed. It is concluded that all three areas require further analysis if the role of the nurse teacher is to be clarified and made more effective in the future.     

The extended role of the nurse: the United Kingdom perspective

There has been considerable discussion and debate in the United Kingdom regarding the role and function of the nurse. This article outlines the main tenets of the debate, namely the extended/expanded role and function, and gives a brief overview of the situation to date. Professional guidance from the United Kingdom Central Council for Nurses, Midwives and Health Visitors is explored and the implications this has for the nurse in the exercise of accountability. The legal implications of the nursing function in an expanded role capacity is discussed, in particular in relation to legal accountability, with reference to existing case law. Recommendations are made for the development of the expanded role.     

The role of the nurse teacher.

This paper reports on selected findings of a small exploratory study of the role of the nurse teacher. A questionnaire was circulated to teaching staff in one college of nursing. Quantitative data collected included a range of biographical detail, an outline of career patterns, professional qualifications and specific preparation undertaken for the teaching role. Qualitative data gathered in the study was transcribed and categorised into themes. The areas that are reported here include the identification of the factors that influenced decisions to work in nurse education, educator's views on preparation for the teaching role and areas of satisfaction and dissatisfaction in their work. Issues related to classroom teaching role, clinical teaching role, management and research are discussed.     

Nurse education--the role of the nurse teacher

Aim. To explore and analyse the role of the nurse teacher. Background. This paper examines the issue of clinical credibility among nurse teachers which has been ongoing for over a decade. The move of nurse education from colleges of nursing to the Higher Education Institutes was seen in 1992. Since then, nurse teachers have been faced with the need to juggle the roles of teaching, administration, research and clinical support for students. Nursing students within these Higher Education Institutes require more than the traditional theoretical classroom teaching. Nurse teachers have a role beyond this in encouraging students to link theory with practice, and practice with theory. Therein lies a challenge for nurse teachers to ensure they remain credible within the clinical setting and continue to provide education and support, which is firmly grounded in both practice and theory. Method. The authors have critically reviewed the evidence related to the role of the nurse teacher in an attempt to identify key concepts and ideas, assumptions, supporting examples and the implications for their role. Conclusion. The role of the nurse teacher, it would appear, is a dynamic one that needs to engage actively the needs of the student. Nurses therefore need to be dynamic in their approach in order to respond to both local and global demands and ensure that students become competent, professional, knowledgeable and caring in their approach. Relevance to clinical practice. This paper demonstrates the complex and ever changing role of the nurse teacher. This paper attempts to help nurse teachers understand the complex nature of their role.     

The role of the link teacher in the context of nurse education

Link teachers have historically been employed to encourage the utilisation of nursing theory in the clinical setting. However, evidence suggests that this role has done little to help establish a theory-practice link. This article outlines the concept of a nurse academic linking with a clinical area, which is compatible with their clinical research activities.     

The theory-practice gap in nursing: the role of the nurse teacher

The increasingly complex requirements of today's nursing practitioners, have been accompanied by demands on nurse educators to look at new ways to facilitate learning in the clinical area (Camiah 1996). In recent years nursing education has undergone a period of major change in many countries through integrating with universities. While nurse educators are striving to respond to changes in education the dichotomy between the theoretical input taught in the classroom and what is practised or experienced on the wards remains a problem (Ashworth & Longmate 1993, Ferguson & Jinks 1994). Dale (1994) postulates that theory provides the basis for understanding the reality of nursing, it would seem reasonable, therefore, to assume that the content studied in the classroom correlates with what the student experiences on the ward. It should also follow that if a gap exists between theory and practice, efforts should be taken for its reduction (Rafferty et al. 1996). According to MacNeil (1997) many initiatives have been introduced in an effort to bridge the theory-practice gap and these have focused around the role of the nurse teacher. These changes in education are redefining the role of the nurse teacher, therefore, the part that they currently play and will play in the future needs to be carefully considered (Phillips et al. 1996b). The aim of this paper is to provide an overview of the literature on the theory-practice divide in nursing. First, some of the reasons cited for its existence will be explored. Second, suggested ways of bridging the divide will be considered focusing on the role of the nurse teacher.     

英国“护士银行”的管理及其启示

对英国“护士银行”的管理进行介绍,包括英国“护士银行”的数量预测与招聘流程、“银行护士”的培训、“银行护士”的申请流程与上岗要求等,旨在为我国人力资源优化提供参考,为管理者制订相关政策提供借鉴。