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Accountability in nursing is a fundamental principle that underscores the obligation of nurses to take responsibility for their actions and answer for any errors or omissions in patient care. This principle is grounded in the professional, legal, and ethical frameworks that shape nursing practice. For instance, nurses must adhere to all relevant laws, regulations, and practice standards, including guidelines set forth by nursing boards and professional bodies, to ensure their actions comply...

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Nurses' Legal Responsibilities III

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Updated: Jun 27, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Exploring how nurse lecturers maintain clinical credibility.

Melanie T Fisher¹

¹Division of Adult Critical Care, School of Health, Community and Education Studies, Northumbria University, Coach Lane Campus, Newcastle Upon Tyne NE7 7XA, UK.

Nurse Education in Practice

|November 29, 2008

Summary

Maintaining clinical credibility is a significant challenge for nurse lecturers. This study explores how nurse educators can remain clinically current and visible while teaching, offering recommendations for professional development.

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Last Updated: Jun 27, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education
Higher Education
Professional Development

Background:

Growing pressure exists to recruit nurse teachers with recent clinical experience.
The concept of 'clinical credibility' for nurse educators is ill-defined and its maintenance is unclear.
There is a recognized concern among practitioners, students, and educators regarding clinical credibility.

Purpose of the Study:

To explore the views of nurse lecturers on maintaining clinical credibility.
To investigate the tangible aspects of maintaining clinical currency and credibility in nursing education.
To understand the challenges and strategies related to clinical credibility for nurse educators.

Main Methods:

An exploratory study using ethnographic principles was conducted.
Data was collected through individual and focus group interviews with six recently appointed nurse lecturers.
Thematic content analysis was used to analyze the collected data.

Main Results:

Findings encompass concepts such as working 'hands-on' in clinical areas, maintaining clinical currency, and skill transferability.
Clinical visibility and role development were identified as key components of maintaining credibility.
Nurse lecturers face challenges in balancing academic responsibilities with clinical practice.

Conclusions:

Maintaining clinical credibility requires a multifaceted approach, including hands-on experience and visibility.
Further development of professional practice is recommended to support nurse lecturers in maintaining currency.
Clearer definitions and strategies are needed to support clinical credibility in nursing education.