TY - BOOK

T1 - Conceptions of being a lecturer in nursing

T2 - variation of identities and how these are negotiated during a tutorial

AU - Harness, Susan

PY - 2018

Y1 - 2018

N2 - In the UK, lecturers in nursing normally have an extensive clinical background accumulated inthe National Health Service. They arrive in the Higher Education sector with little experienceof university cultures and practices. The transition into this new world can be traumatic asexperienced nurses strive to develop their educational capabilities.This thesis focuses on conceptions of being a lecturer in nursing within higher education. Datawas collected for the study through video recorded interviews for each of ten lecturers innursing based at universities across England and Scotland. For each, a semi-structuredinterview, a tutorial with a student, and a video stimulated recall and reflect interview tookplace. The data collection design aimed to get beyond espoused identities by collecting richdata including observation and reflection on practice.A phenomenographic approach was used to analyse semi-structured interview data to identifydifferent ways of being a lecturer in nursing. This resulted in five categories of description ofidentities in the outcome space: nurse; teacher; academic scholar; researcher; and academicleader. Bourdieusian analysis of how identities are negotiated during tutorials indicated thatlecturers in nursing had developed new identities within the field of higher education whilstmaintaining their core identity as a nurse.Currently, it appears that there is little provision to support lecturers in nursing during thejourney from transition to experienced lecturer in nursing. It is proposed that conceptions ofidentity are discussed through induction, mentorship and in formal development structures. Aslecturers of nursing, the participants in this study occupy boundary-crossing roles on themargins of higher education. The super-complex identities of the lecturers revealed in thisstudy provide useful insight into the life of a contemporary academic.In addition to lecturers in nursing, this study and its findings may be relevant to those in otherhealth professions who move between the NHS and Higher Education. The findings may alsotransfer to other professions where individuals move sectors, such as between public andprivate, where further research would be required.

AB - In the UK, lecturers in nursing normally have an extensive clinical background accumulated inthe National Health Service. They arrive in the Higher Education sector with little experienceof university cultures and practices. The transition into this new world can be traumatic asexperienced nurses strive to develop their educational capabilities.This thesis focuses on conceptions of being a lecturer in nursing within higher education. Datawas collected for the study through video recorded interviews for each of ten lecturers innursing based at universities across England and Scotland. For each, a semi-structuredinterview, a tutorial with a student, and a video stimulated recall and reflect interview tookplace. The data collection design aimed to get beyond espoused identities by collecting richdata including observation and reflection on practice.A phenomenographic approach was used to analyse semi-structured interview data to identifydifferent ways of being a lecturer in nursing. This resulted in five categories of description ofidentities in the outcome space: nurse; teacher; academic scholar; researcher; and academicleader. Bourdieusian analysis of how identities are negotiated during tutorials indicated thatlecturers in nursing had developed new identities within the field of higher education whilstmaintaining their core identity as a nurse.Currently, it appears that there is little provision to support lecturers in nursing during thejourney from transition to experienced lecturer in nursing. It is proposed that conceptions ofidentity are discussed through induction, mentorship and in formal development structures. Aslecturers of nursing, the participants in this study occupy boundary-crossing roles on themargins of higher education. The super-complex identities of the lecturers revealed in thisstudy provide useful insight into the life of a contemporary academic.In addition to lecturers in nursing, this study and its findings may be relevant to those in otherhealth professions who move between the NHS and Higher Education. The findings may alsotransfer to other professions where individuals move sectors, such as between public andprivate, where further research would be required.

M3 - Doctoral Thesis

PB - Lancaster University

ER -