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Lecturer practitioners in six professions: combining cultures
Pat Fairbrother1, Nigel J Mathers
1School of Nursing and Midwifery, University of Sheffield, Winter Street, Sheffield S3 7ND, UK. p.m.fairbrother@sheffield.ac.uk
Journal of Clinical Nursing
|June 11, 2004
Summary
Lecturer practitioners in diverse fields face challenges balancing professional practice and academic roles. This study reveals common strategies for managing dual responsibilities and distinct cultural expectations.
Area of Science:
- Interprofessional Education
- Higher Education
- Professional Practice
Background:
- Limited cross-professional research on the lecturer practitioner role.
- UK policy focus on interprofessional education and practice-based teaching.
- Need to understand the lecturer practitioner role across disciplines.
Purpose of the Study:
- Investigate commonalities and differences among lecturer practitioners.
- Generate hypotheses regarding the lecturer practitioner role.
- Explore diverse professional practice models.
Main Methods:
- Exploratory research design.
- Semi-structured interviews with lecturer practitioners.
- Grounded theory approach applied to six professions.
Main Results:
- Clear dichotomy perceived between professional practice and university roles.
- Similar strategies employed to navigate dual professional cultures.
- Common challenges identified in time management and role identity.
Conclusions:
- Lecturer practitioners bridge theory and practice within distinct organizational cultures.
- Findings inform higher education and health service policy.
- Highlights challenges for interprofessional learning initiatives.