Professional Experience Placement

Humphreys, Gidman and Andrews (2000) examine the role of lecturers in nursing in undergraduate education. They focus on the contribution of the lecturer in the professional experience placement or clinical practice setting. This paper was written more than a decade ago some of the issues raised still resonate today.

The authors discuss the role conflict of being an academic lecturer that may facilitate learning about current research and practice issues but may not provide direct care to patients or clients. The authors discuss various models that have been used to meet the needs of registration (hours based) or the currently used term ‘fit for practice’ as defined by Parker (2006)  “Freedom From Impairment”, “Professional Conduct and Behaviour” and “Clinical Competence”. The combination of these attributes define whether an individual is fit to practice as a nurse.

They also discuss the clinical role for nurse lecturers who may be part of link-tutor or personal tutor models. The link tutor relies on the assignment of lecturers to specified practice areas and the personal tutor arrangement relates to continuity of tutor from the academic setting in practice. Both models have merit which are discussed in this paper. This university uses the former model whereby the academic liaison provides support to and development of students; mentors or preceptors and clinical facilitators in the practice setting. This role can include facilitating the clinical supervisors to teach because of the need to ensure contemporary pedagogical information and parity  for students across settings is supported. This paper provides a comparison between models as the focus is different.

Humphreys, Gidman and Andrews (2000) during their discussion raise the issue of defining the role of the educator in practice and their purpose within it. They conclude that the role of the nurse lecturer in practice is to facilitate clinical learning and teaching. Their role is to support and guide students, preceptors and supervisors in this setting as it is not possible to remain an expert in practice and in the role as an academic.

If you have comments about the role of the nurse educator in practice settings you are welcome to post them here.

Parker, M. (2006)  Assessing professionalism: theory and practice, Med Teach 2006, 28:399-403.