Jacqueline Leigh

The role of the lecturer practitioner: An exploration of the stakeholders and practitioners perspective

Joint appointment roles are pivotal in forging links between service and education and whilst current government and professional strategies recognise the contribution of such roles [DOH, 2001. Working Together - Learning Together: A Framework for Lifelong Learning for the NHS, Department of Health, London], there is still concern about the ambiguity of these roles, specifically the role of the lecturer practitioner [Fairbrother, P., Ford, S. 1998. Lecturer practitioners: a literature review. Journal of Advanced Nursing 27, 274-279]. This paper provides insight in to the experience of being a lecturer practitioner from the perspectives of two lecturer practitioners and from the perspectives of stakeholders from education and practice who had a vested interest in the employment of this role within their organisation. Each lecturer practitioner kept a diary and met on a monthly basis for one hour over a six month period to critically reflect on the experience of being a lecturer practitioner. The significant areas identified in the diaries were then used to develop the schedule for a series of semi-structured interviews with seven stakeholders drawn from clinical practice and higher education environments. The data collected were analysed using [Bernard, P., 1991. A method of analysing interview transcripts in qualitative research. Nurse Education Today 11, 461-466] framework. In total, five themes emerged. Whilst findings highlighted great job satisfaction, they also illustrated the lack of collaboration between organisations especially in terms of the initial development of the role. It is suggested that the initial lack of clarity is a contributory factor causing continuing role ambiguity. A series of recommendations based on the findings have been discussed, some of which are currently being implemented.

UK registered nurse medical device education: a comparison of hospital and bank nurses

During the last decade, health care delivery has seen the introduction of ever more sophisticated and complex equipment. This means that the medical devices first used in critical and high dependency care units are now integral requirements in the delive ry of direct patient care in acute ward areas. Registered nurses are the primary users of such medical devices (McConnell 1995). This paper reports on a comparative pilot questionnaire study undertaken in one acute NHS Trust. The main aim of the study was to compare, identify and consider the issues which relate to the education of registered nurses (whether employed by hospital Trusts or nurse Banks) in the use of medical devices. The paper outlines primary findings concerning what UK registered nurses learn about the medical devices that they use in the direct care of patients, and the consequences of their use. The results will assist clinical and educational staff to identify the specific strengths and weaknesses within current education provision, which prepares nurses in the use of medical devices. In light of the results, appropriate evidence-based educational and training strategies can be designed or modified to address clinical governance and risk management issues.

What is the future of the lecturer practitioner role—a decade on?

Collaboration between the Greater Manchester Workforce Development Confederation, the University of Salford and nine NHS Trusts, in the implementation of the Fitness for Practice and Making a Difference recommendations, identified the need for a wider co nsultation on the future of education and practice links. Lessons learned from this initiative included a realization of the importance of partnering arrangements between higher education and practice. To achieve a collaborative model for the future a wo rking party was established to determine how effective partnership and collaboration between the NHS Trusts, Confederation and Higher Education could be developed, maintained and disseminated for the future. Five sub groups were formed from the main work ing party all charged with examining education and practice links. Each sub group reported back and presented evidence to the main working party. It was recognized that a whole repertoire of roles spanning education and practice would be required, includ ing the role of lecturer practitioner and joint appointments. The aim of this paper is to report on the work of the lecturer practitioner and joint appointment roles sub group, its evaluation of the evidence to support the role within the collaborative m odel and offer proposed actions for future practice.

Using the patchwork text assessment as a vehicle for evaluating students' perceptions of their clinical leadership development

A shift in universities world wide in providing theoretical post graduate programmes of study underpinned by traditional assessment strategies to work based learning programmes supported by innovative assessment strategies is required if Higher education institutions are to effectively educate contemporary healthcare leaders. Concurrently generating the evidence to evaluate the effectiveness of educational programmes is required by commissioners of healthcare education (DH, 2010). This paper reports on the perceptions of twelve post graduate students attending a clinical leadership masters programme of their leadership development through analysis of the critical commentary provided by students as part of assessment strategy that utilised the Patchwork Text Assessment. Following a thematic content analysis six themes emerged: programme philosophy and its impact on the success of the Patchwork Text Assessment; leadership development targeted against leadership frameworks; application and applicability of learning to the students own healthcare organisation; integrating theory to practice through theoretical development and work based activities; the value of networking; and the importance of multi-professional reflective groups. This study has clearly demonstrated how the success of the Patchwork Text Assessment in promoting deep learning is determined by its integration into the overall philosophy of the programme. Concurrently systems needed to be in place to ensure that Patchwork text Assessment is operationalised effectively and embedded within the day to day management of the programme.

Transforming community services through the use of a multidimensional model of clinical leadership

AIMS AND OBJECTIVES To evaluate the application of a Multidimensional Model of Clinical Leadership on the community healthcare leader and on transforming community services. BACKGROUND Healthcare policy advocates clinical leadership as the vehicle to transform community and healthcare services. Few studies have identified the key components of an effective clinical leadership development model. DESIGN The first two stages of Kirkpatricks (Personnel Administrator 28, 1983, 62) Four/Five Levels of Evaluation were used to evaluate the application of the multidimensional model of clinical leadership. METHODS Eighty community healthcare leaders were exposed to this multidimensional clinical leadership development model through attendance of a community clinical leadership development programme. Twenty five leaders participated in focus group interviews. Data from the interviews were analysed utilising thematic content analysis. RESULTS Three key themes emerged that influenced the development of best practice principles for clinical leadership development: 1. Personal leadership development 2. Organisational leadership 3. The importance of multiprofessional action learning/reflective groups CONCLUSIONS Emergent best practice principles for clinical leadership development include adopting a multidimensional development approach. This approach encompasses: preparing the individual leader in the role and seeking organisational leadership development that promotes the vision and corporate values of the organisation and delivers on service improvement and innovation. Moreover, application of the Multidimensional Model of Clinical Leadership could offer the best platform for embedding the Six Cs of Nursing (Compassion in Practice - Our Culture of Compassionate Care, Department of Health, Crown Copyright, 2012) within the culture of the healthcare organisation: care, compassion, courage, commitment, communication, and competency. This is achieved in part through the application of emotional intelligence to understand self and to develop the personal integrity of the healthcare leader and through supporting a culture of lifelong leadership learning. RELEVANCE TO CLINICAL PRACTICE Embedding the best practice principles of clinical leadership development within a multidimensional model of clinical leadership provides a promising approach to: equipping the healthcare leader with those transferable leadership skills required to help them embark on a journey of lifelong leadership learning; and producing the healthcare leader who is caring, compassionate and can confidently and effectively transform community services.

Modelling suggests authentic leadership from managers influences structural empowerment, job satisfaction and self-rated performance among nurses

Commentary on: Wong CA, Laschinger HK. Authentic leadership, performance, and job satisfaction: the mediating role of empowerment. J Adv Nurs 2013;69:947–59.[OpenUrl][1][CrossRef][2][PubMed][3] There is a growing body of evidence linking the transformation of healthcare services with an empowered workforce which is achieved in part through effective leadership. This study by Wong and … [1]: {openurl}?query=rft.jtitle%253DJ%2BAdv%2BNurs%26rft.volume%253D69%26rft.spage%253D947%26rft_id%253Dinfo%253Adoi%252F10.1111%252Fj.1365-2648.2012.06089.x%26rft_id%253Dinfo%253Apmid%252F22764828%26rft.genre%253Darticle%26rft_val_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Ajournal%26ctx_ver%253DZ39.88-2004%26url_ver%253DZ39.88-2004%26url_ctx_fmt%253Dinfo%253Aofi%252Ffmt%253Akev%253Amtx%253Actx [2]: /lookup/external-ref?access_num=10.1111/j.1365-2648.2012.06089.x&link_type=DOI [3]: /lookup/external-ref?access_num=22764828&link_type=MED&atom=%2Febnurs%2F17%2F2%2F55.atom

Degree and Higher Level Apprenticeships: an empirical investigation of stakeholder perceptions of challenges and opportunities

ABSTRACT The aim of this paper is to explore the challenges and opportunities of designing and delivering Degree and Higher Level Apprenticeships (D&HLAs) at levels 4–7 from a multi-stakeholder perspective namely employers, Universities, independent training organisations and professional bodies. Twenty-seven face-to-face interviews were undertaken and thematic content analysis was used to analyse the data. The following three themes emerged from the data analysis: programme design; programme delivery; and graduate attributes. We conclude that whilst there are increasing numbers of trailblazer groups developing higher level standards, the uptake of apprenticeships at these levels remains relatively low. Although stakeholders support the principle of D&HLAs, we identify a number of challenges and opportunities facing those who seek to successful introduction of these programmes. Our policy recommendations include the need for all stakeholders to work collaboratively to co-create a flexible system to support the validity and relevance of D&HLAs. This will include streamlining and mapping the variety of qualifications currently available in order to promote a platform for parity of both esteem and opportunity for those achieving degree qualifications through the apprenticeship route.

Implications for operationalising the new education standards for nursing

Registrants and higher education institutions (HEIs) were recently invited to take part in the Nursing and Midwifery Council (NMC) consultation regarding its potential new standards for pre-registration nursing education. The consultation set out fresh standards for pre-registration nursing, together with an education framework that underpins the associated theory and practice. While these documents do not contain the final standards (NMC Council is set to approve them in spring 2018), they offer a glimpse of what the newly registered nurse should know and be able to do at the point of registration in order to practise safely and effectively and continue to develop their expertise. The draft proficiency standards are referred to in the document as being ‘ambitious in setting out the enhanced knowledge and skills that people can expect from nurses in the future’. It is interesting to look at the document in terms of practice learning, particularly in relation to by whom and how student nurses will be supervised and assessed in clinical practice and what the educational requirement should be. In this column, we offer some personal perspectives about the potential impact of these new standards in practice.

Providing the right environment to develop new clinical nurse leaders

Jacqueline Leigh, Reader, Teaching and Learning, School of Health and Society, University of Salford, J.A.Leigh4@salford.ac.uk , and Lisa Littlewood, Director of Placement and Practice Learning, School of Health and Society, University of Salford, evaluate the changes in the delivery of nurse education as a result of the devolution of health and social care decision-making from Westminster to Greater Manchester.

Editorial: Reconstructing practice-based educator roles through effective practice-education partnerships.

A downturn in the global economy that is affecting multiple countries, particularly those in the European Union, often brings with it a reduction in government spending on health care, and this could impact on the funding for roles that support the practice component of the undergraduate nursing curriculum. Similarly, a major change to a countries’ healthcare system often provides the catalyst to redefine its health and social care structure and methods of healthcare delivery. This type of scenario again results in the redefinition and evaluation of current practice-based education roles. An example of where major changes to the healthcare system are impacting on role development and sustainability is in the UK whereby there is a feel of uncertainty towards the continuation of roles that support the practice component of the pre-registration (undergraduate) nursing curriculum. This is due to the possible removal of funding streams for established roles such as practice education facilitator, a role intrinsically linked to supporting the qualified practitioner (mentor/preceptor) educate and assess the student nurse from within the clinical learning environment. This is because the Strategic Health Authorities that commissioned the roles have been abolished and replaced by Health Education England, an executive body with overall responsibility for education, training and workforce planning. A review of these roles is likely to follow the change in organisation and education commissioning processes. There is no doubt that the removal of roles such as the practice education facilitator in the UK or other similar roles in the range of countries will destabilise the practice component of the undergraduate curriculum in two ways. First, practice organisations will lose the key personnel who have become instrumental in supporting mentors/ preceptors and manage emergent practice-based student issues. Second, the academic education institution and healthcare organisation will lose the valuable and essential communication channel for receiving up-to-date information and intelligence about the undergraduate practice placement circuit and to report changes to the curriculum. Adopting the worst-case scenario whereby the roles are no longer funded, the question needs to be asked of whom or what role will replace the practice education facilitator type roles in the healthcare organisation. One could suggest that the role could be fulfilled by the nurse lecturer or faculty (nurse academic) working in the traditional link or liaison role. However, these types of role are shrouded by decades of role ambiguity and confusion with mixed reports of their effectiveness on: providing career opportunities for the nurse academic; developing the clinical learning environment for the undergraduate nurse; and providing support and guidance for the qualified practitioner. Furthermore, the nurse academics are disengaging from practice in order to focus their role within the academic education institution. The UK and international trend of nurse academics seeking alternative strategies of maintaining a contemporary understanding of the healthcare context, but without engaging in clinical practice, is widespread and reinforces the perception of a nurse academic practice role that is an expensive and outdated concept. Alternative strategies include conducting research and attending conferences. Whether these alternative strategies are politically, professionally and publically acceptable requires further debate in terms of the risks associated with: the removal of the practice education facilitator type roles and of a nurse academic who lacks understanding of contemporary nursing practice, and perception of an education system in the UK and USA that no longer produces undergraduate nurses who are fit for practice at the end of their training. There seems to be a gap between the academic education institutions perceptions of nurses’ competence on qualification to those of senior leaders in the healthcare organisation (Berkow et al. 2009). These polarised perceptions between the key influencers of nursing education from within the multiple organisations are damaging and signify a lack of partnership and collaboration to understand the current education system, its impact on producing the competent and confident nurse on qualification and the role that each organisation will play on delivering effective and evidence-based education and developing nursing. Threats and uncertainties towards the practice-based education roles and the reporting of the nurse academics practice role that is no longer fit for purpose come at a time whereby many countries like the UK are experiencing unprecedented change within their healthcare system. In the UK, the Health and Social Care Act has brought with it the merger and integration of traditionally stable healthcare organisations, whilst at the same time there is an expectancy that these expanding organisations will cost-contain but deli-