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Nurses and midwives teaching in the academic environment: An appreciative inquiry
Lyn Ebert1, Lyndall Mollart1, Samantha J Nolan2
1School of Nursing & Midwifery, Faculty of Health and Medicine, University of Newcastle, Callaghan, NSW 2308, Australia.
Nurse Education Today
|November 13, 2019
Summary
Nurse and midwife academics transitioning to academia require organizational support. Feeling valued, safe, and connected are crucial for their success in educating future nurses and midwives.
Area of Science:
- Nursing Education
- Midwifery Education
- Academic Transition
Background:
- Significant changes in Australian nursing and midwifery education over two decades.
- Shift from hospital-based to higher education necessitated changes in teaching and learning.
- Quality of nurse/midwife academic teaching depends on successful transition from clinical educator to academic.
Purpose of the Study:
- To explore the experiences of nurse and midwife academics within the academic environment.
- Investigate the challenges and successes of academics transitioning from clinical practice.
Main Methods:
- Appreciative Inquiry (AI) methodology employed.
- Interviews conducted with seven nursing and midwifery academics at two regional Australian universities.
- Narrative data analyzed thematically to identify key experiences.
Main Results:
- Three core themes emerged: 'Feeling valued', 'Feeling safe', and 'Having connections'.
- These themes significantly impacted academics' teaching experiences and their role transition.
- Subthemes further elucidated the nuances of these critical factors.
Conclusions:
- Organizational support is vital for nursing and midwifery academics during their transition from clinician to academic roles.
- Further research needed on initiatives to foster feelings of safety, value, and connection for these educators.
- Supporting academics is crucial for effectively educating the next generation of nurses and midwives.
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