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Related Experiment Videos

Developing lecturer practitioner roles using action research.

Graham R Williamson1, Christine Webb, Nadine Abelson-Mitchell

  • 1Adult Nursing, Faculty of Health and Social Work, University of Plymouth, Exeter, Devon, UK. g.williamson@plymouth.ac.uk

Journal of Advanced Nursing
|June 16, 2004
PubMed
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Lecturer Practitioners' roles were developed using action research, showing they are not more stressed or burnt out than peers. This study quantifies occupational stress and burnout, finding these professionals are thriving.

Area of Science:

  • Healthcare Education
  • Occupational Health
  • Organizational Psychology

Background:

  • Lecturer Practitioner roles are established but face conflicting demands and unclear impact on the theory-practice gap.
  • Previous research primarily used qualitative methods, lacking systematic role development or quantitative outcome analysis.
  • The value of Lecturer Practitioners to NHS trusts and universities is recognized, yet their demanding roles require further investigation.

Purpose of the Study:

  • To develop aspects of Lecturer Practitioner roles within an English university setting.
  • To examine the effects of role development on individuals in these positions.
  • To quantify occupational stress and burnout among Lecturer Practitioners.

Main Methods:

  • Employed a flexible, 'spiral' action research framework with a collaborative group approach.

Related Experiment Videos

  • Utilized mixed methods, including focus groups, participant feedback, reflective diaries, and validated psychological rating scales.
  • Triangulated qualitative and quantitative findings, testing six null hypotheses to analyze occupational stress and burnout.

    • Main Results:

    • Five key themes emerged: personal motivation, workload, role clarity, support, and role gains.
    • Specific policies and documentation were developed to enhance the role.
    • Quantitative data indicated Lecturer Practitioners experienced stress and burnout levels comparable to similar professions, suggesting they are thriving.

    Conclusions:

    • Action research proved effective for knowledge generation and driving organizational change.
    • The study successfully developed Lecturer Practitioner roles and quantified their occupational stress.
    • Findings suggest Lecturer Practitioners are resilient and effective in their demanding positions.