An Exploration of the Professional Identity of Nurse Lecturers in the Irish Higher Education Setting
Myles Hackett
Dundalk Institute of Technology
Dr. Myles Hackett is Head of Department of Nursing, Midwifery and Health Studies in Dundalk Institute of Technology. He has completed academic programmes in The University of Sheffield (EdD), University College Dublin (MSc) and Oxford Brookes University (BSc (Hons)). As a critical care practitioner Dr. Hackett worked in tertiary referral centres in Ireland, England and the Middle East. He has held key roles in nurse education including nurse tutor responsible for post-registration nurse education in the Mater Misericordiae University Hospital and lecturer in the School of Nursing, Midwifery and Health Systems, University College Dublin. Dr. Hackett's research interests include professional identity, sepsis management and clinical nursing practice issues.
Abstract
Background There have been significant changes in nursing, nurse education and higher education in Ireland in recent years. Aim and Objectives of the Study The aim of this research study is to explore the professional... [ view full abstract ]
Background
There have been significant changes in nursing, nurse education and higher education in Ireland in recent years.
Aim and Objectives of the Study
The aim of this research study is to explore the professional identity of nurse lecturers in the Irish higher education setting.
Method
An experience-centred narrative research approach was used. Data, from a purposive sample of nurse lecturers, was gathered using semi-structured focus group and individual interviews and a participant survey. A thematic narrative analysis approach, using ATLAS.ti, was used to analyse the narrative data. The study received ethical approval.
Findings
Eight themes and their associated sub-themes were identified. The findings provide details of the contexts in which participants work, the multiplicity of their role and the different identities which participants articulate. Change appears to be ever-present and participants have contrasting opinions in relation to nurse education in higher education. Teaching is seen as the main priority by most participants. The challenges participants face in maintaining clinical competence and clinical credibility in the classroom are clearly evident. Finally, the communities of practice described by the participants from the institutes of technology are quite different to those described from the university sector.
Conclusions and Implications
Nurse lecturers articulate fragmented identities. They describe teaching as the main priority of their role however it appears that teaching is not valued in the higher education setting with an emphasis placed on research instead. There are significant differences on how communities of practice are perceived in each sector.
Workload models need to be reviewed to take into consideration the impact which excessive administration and/or teaching loads have on nurse lecturers’ ability to engage in research. In the future consideration may need to be given to the development of separate teaching and research roles.
Authors
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Myles Hackett
(Dundalk Institute of Technology)
Topic Area
Innovations in research methodology, education or clinical practice
Session
PE-3 » Professional Education 3 (10:30 - Thursday, 5th November, Seminar Room 0.55)
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