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Lecturer-practitioners: serving two masters for a common cause

J Willis

    NT Learning Curve
    |April 29, 1998
    PubMed
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    Lecturer-practitioner roles aim to bridge the theory-practice gap in healthcare education. This study explores how these professionals manage the dual demands of their positions.

    Area of Science:

    • Healthcare Education
    • Nursing Practice

    Background:

    • The persistent theory-practice gap in healthcare education hinders effective knowledge translation.
    • The introduction of lecturer-practitioner roles is a strategy to integrate academic theory with clinical practice.

    Purpose of the Study:

    • To investigate the experiences of individuals in lecturer-practitioner roles.
    • To assess the effectiveness of these roles in bridging the theory-practice gap.

    Main Methods:

    • Qualitative inquiry exploring the lived experiences of lecturer-practitioners.
    • Analysis of the challenges and successes encountered in balancing academic and clinical responsibilities.

    Main Results:

    • Lecturer-practitioners face significant challenges in managing competing demands.

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  • The role shows potential for bridging the gap but requires adequate support and clear role definition.

    • Conclusions:

    • Lecturer-practitioner roles offer a promising avenue for integrating theory and practice.
    • Further research and structural support are needed to optimize the impact of these roles on healthcare education and practice.