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Job-sharing a clinical teacher's position: an evaluation
Summary
Job-sharing in clinical teaching positions offers a viable work alternative. While initial communication had uncertainties, staff ultimately found job-sharing beneficial, appreciating the diverse ideas and accessibility of two teachers.
Area of Science:
- Nursing Education
- Healthcare Management
Background:
- Clinical teaching positions in intensive care units (ICUs) often require full-time commitment.
- Exploring flexible staffing models is crucial for staff retention and effective education.
Purpose of the Study:
- To assess the impact of a job-sharing arrangement for a clinical teaching position in an ICU on staff.
- To evaluate perceptions of job-sharing effectiveness, communication, and performance.
Main Methods:
- A job-sharing model was implemented for an ICU clinical teaching position.
- Questionnaires were administered to students, clinical staff, and RN-managers at 3, 6, and 12 months post-implementation.
- Response rate was 58% across the three groups.
Main Results:
- Initially, there were concerns regarding communication and consistency between the two teachers.
- Over time, positive responses increased, with staff finding both teachers approachable.
- Respondents perceived job-sharing as a viable alternative to full-time work, generating diverse ideas.
Conclusions:
- Job-sharing in clinical teaching roles is a feasible model for ICUs.
- Initial communication challenges can be overcome, leading to positive perceptions of performance and idea generation.