The role of the academic in clinical practice: a systematic review

Journal of Clinical Nursing, 2020

Aim and objectives To explore the concept of 'clinical academic' from the perspectives of healthcare managers and research-active healthcare professionals outside medicine. Background Clinical academics are understood to be healthcare professionals who combine clinical and research responsibilities within their role. However, there is no agreed definition for this term either within or across nursing, midwifery and the other healthcare professions outside medicine. Design Qualitative service evaluation, reported using the COREQ checklist. Methods Semi-structured qualitative interviews were conducted with a purposive sample of eight healthcare managers and 12 research-active clinicians within a UK hospital group. Interviews were audio recorded, transcribed verbatim, and analysed using the Framework method. Results Clinical academics were described in four themes. Two themes explored the components of the role and the contribution of these individuals to their profession: combining clinical practice, research and education; and pushing boundaries. The third theme identified the clinical academic label as: a title that doesn't fit. The final theme examined a characteristic mindset of research-active clinicians. There were no clear differences in the perceptions of managers and research-active clinicians. Conclusions Clinical academics were perceived as valuable members of their team and were able to push the boundaries to move their profession forward. Some research-active clinicians did not identify with the term 'clinical academic' and for some managers and research-active clinicians, the term was viewed as jargonistic. A clear and accepted definition would aid development of clinical academic career pathways and identities. It would also assist in evaluating the impact of these roles. Relevance to practice As clinical academics roles and opportunities are being developed across the professions outside medicine, it is important to have a shared common understanding of 'clinical academic' to support the creation of career pathways and curricula, and to enable the evaluation of these roles.

Journal of Research in Nursing

Background Clinical academics are health professionals who provide direct patient care alongside engaging in health research. Despite the generally agreed consensus that such roles enhance evidence-based care, availability and uptake has been sporadic in non-medical professions. With no data readily available regarding general practice nurses undertaking clinical academic roles, there is a need to understand the barriers and enabling factors that impact general practice nurses considering or pursuing a clinical academic career. Aims This review aims to address the question ‘What are the barriers and enablers relevant to general practice nurses in the UK pursuing clinical academic careers?’ by providing an overview of the relevant existing literature and drawing out the implications for policy and practice. Methods Literature published in the past 10 years was systematically searched. Using agreed inclusion criteria, papers were first screened on titles and abstracts, with papers inc...

Nurse Education Today, 2009

Demands within academia such as teaching, publishing, research activity and generating grant income can make it difficult for nurse educators to protect time for clinical practice. In an effort to overcome this problem lecturer practitioner posts have been introduced with designated responsibilities in both clinical and educational settings.Using a mixed method descriptive methodology student nurses and registered nurses completed a modified questionnaire to examine the impact of lecturer practitioners (LPs) in clinical practice. Focus groups were also conducted with lecturer practitioners themselves.The results identified that by having a clinical remit, LPs forged good relationships with student nurses and registered nurses in clinical practice, who considered the LP as being a learning resource with realistic expectations of the clinical environment.The results provide further evidence to support the continuation of nurse educators in clinical practice for their own development, their students and registered nurses.

Sykepleien Nett, 2018

Background: Norwegian health authorities expect the health service to be evidence-based. In order to meet this expectation, Molde University College established a postgraduate study programme in EBP in 2009. Objective: To examine whether postgraduate study in EBP helped nurses to change their attitudes and behaviour in relation to EBP. Method: A cross-sectional study with a pretest-posttest design. Nurses (n = 62) answered the Norwegian versions of the Evidence-Based Practice Beliefs Scale and Evidence-Based Practice Implementation Scale at the start (n = 56) and end (n = 55) of a postgraduate study programme in EBP. Results: The response rate was 90.3 at pretesting and 88.7 at posttesting. The distribution of responses to both scales showed good internal consistency. That is, the nurses did not use the scales in a random or unreliable way. The change between pretest and posttest was statistically signi cant for 5 of 16 items in the EBP Beliefs Scale and for 10 of 18 items in the EBP Implementation Scale. Conclusion: The results indicate that postgraduate study strengthened nurses' positive attitude towards EBP. In conclusion, the nurses reported increased activity in connection with the rst four steps in EBP. However, it was beyond the scope of this investigation to assess whether this change actually resulted in more and improved evidence-based practice.

Nursing times

Developing evidence-based practice among students Patient care must be based on the latest evidence-based practice. Student nurses should be introduced to the principles of this as part of pre-registration education Authors Vernel Emanuel, Karen Day and Lorraine Diegnan are senior lecturers, adult division, and Maxine Pryce-Miller is senior lecturer in Public Health; all at the School of Health and Wellbeing at the University of Wolverhampton. Abstract Emanuel V et al (2011) Developing evidence-based practice among students. Nursing Times; 107: 49/50, 21-23. In response to government initiatives and the rise in patient empowerment, nurses are increasingly being challenged to deliver high-quality care supported by evidence-based practice. This can be a challenge for nurse educators providing the foundation for pre-registration student nurses. Evidence-based practice within nursing is achieved by developing and supporting patient-centred approaches to care using the most current evide...

2014

Nurse Education Today, 2011

Although pre-registration nursing in the United Kingdom (UK) is moving towards a graduate exit, the vocational/professional debate is still live and continues to be played out in both popular and professional literature. This study considers the nature of contemporary academic communities and the challenge of duality in professional nursing life. More than a decade after the move into Higher Education (HE) however the role of the academic is still controversial, with much of the debate focussed on the nature of clinical credibility. This article considers the dimensions of academic nursing, reports the views of academics and clinicians and introduces a model of working that could potentially harness and blend the skills of academics and clinicians, nurturing a culture of applied scholarship throughout the professional/academic journey.

Clinical Nurse Specialist, 2012

Nursing Standard, 2014

Clinical research nurses (CRNs) have a vital role in the conduct and governance of clinical trials. This article compares findings of an online survey conducted in 2012 by the Scottish Research Nurse and Coordinator's Network with two surveys undertaken ten years previously in a single Scottish Health Board, permitting analysis of the development of the CRN role. The findings show that CRNs are highly qualified and experienced. Many had access to professional development and support, while others continued to feel isolated. There is a need for a clear, flexible career structure for CRNs, with appropriate induction, training and continuous professional development.

Nurse Education in Practice, 2010