Nurse to educator? academic roles and the formation of personal academic identities
PhD Thesis
Authors | Duffy, Richelle |
---|---|
Type | PhD Thesis |
Qualification name | PhD |
Abstract | Recent research by Boyd et al (2009) and Murray (2007) designed to explore the experiences of new academics moving into higher education from vocational and professional backgrounds, indicates that the transition from clinical practice to academic roles can be challenging. Additional research by Hurst (2010) further demonstrates that despite having established successful clinical careers, clinicians often experience feelings of uncertainty and inadequacy following such a move, taking between 1.5 and 3 years to socialise into their new academic roles (Hurst, 2010). In addition, the transition of pre-registration nurse training into higher education is relatively recent, following its wholesale relocation from schools of nursing located in the National Health Service to higher education institutions in the early 1990s. This move was initiated in response to growing concerns that the traditional apprentice model of pre-registration training, with its focus on functional competency, failed to give nurses the freedom or status required for professional development (UKCC, 1986). Therefore, given the relative recency of the move and growing evidence of the difficulties experienced by health |
Keywords | Nurse; Educator; Academic; Identity |
Year | 2012 |
Publisher | University of Derby |
Digital Object Identifier (DOI) | https://doi.org/10.48773/93w78 |
Web address (URL) | hdl:10545/337127 |
File | File Access Level Open |
File | File Access Level Open |
Output status | Unpublished |
Publication process dates | |
Deposited | 12 Dec 2014, 16:46 |
Publication dates | 2012 |
https://repository.derby.ac.uk/item/93w78/nurse-to-educator-academic-roles-and-the-formation-of-personal-academic-identities
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