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Nurses and midwives teaching in the academic environment: An appreciative inquiry

journal contribution
posted on 27.04.2021, 23:23 by Lyn Ebert, Lyndall Mollart, Samantha J Nolan, Elaine JeffordElaine Jefford
© 2019 Background: The past two decades has seen significant change in nursing and midwifery education in Australia. Although, regulatory documents explicate expectations of teaching, and supervising in the context of being a nurse or midwife, the move from hospital-based to higher education learning nessitated a change in how students receive their education and who provides it. The quality of teaching by nurse or midwife academics is subject to the academic's ability to transition from a clinical educator to academic. Objective: To explore the experiences of nurse and midwife academics teaching in the academic environment. Design: Appreciative Inquiry (AI) was used to explore the experiences of academics teaching final year nursing and midwifery students. Setting: Two regional universities in Australia. Participants: Seven nursing and midwifery academics teaching a unit of study focusing on mentorship, leadership and teaching. Methods: Narrative data from interviews conducted using AI were collected, transcribed and analysed to produce themes. Results: Three key themes were identified; ‘Feeling valued’, ‘Feeling safe’ and ‘Having connections’. These themes and related subthemes impacted teaching experiences and role transition from experienced clinician to academic. Conclusion: Nursing and midwifery academics would benefit from organisational support in their role transition from clinician to academic. Further research is crucial regarding initiatives that can support academics to feel safe, valued and connected when teaching the next generation of nurses and midwives.

Funding

Category 2 - Other Public Sector Grants Category

History

Volume

84

Start Page

1

End Page

5

Number of Pages

5

eISSN

1532-2793

ISSN

0260-6917

Location

Scotland

Publisher

Elsevier BV

Language

eng

Peer Reviewed

Yes

Open Access

No

Acceptance Date

01/11/2019

External Author Affiliations

University of Newcastle; Southern Cross University

Era Eligible

Yes

Medium

Print-Electronic

Journal

Nurse Education Today

Article Number

104263