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Developing Lecturer Practitioner roles using action research
Author(s) -
Williamson Graham R.,
Webb Christine,
AbelsonMitchell Nadine
Publication year - 2004
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/j.1365-2648.2004.03074.x
Subject(s) - clarity , focus group , burnout , workload , psychology , qualitative research , data collection , medical education , documentation , applied psychology , action (physics) , nursing , medicine , clinical psychology , management , sociology , social science , biochemistry , chemistry , physics , quantum mechanics , anthropology , computer science , economics , programming language
Background. Lecturer Practitioner roles are well established in the United Kingdom. The national literature demonstrates that these staff are valuable to National Health Service trusts and universities however, their roles are busy and demanding, with conflicting expectations from the two employers. In addition, their role in addressing the theory–practice gap – a major reason for their establishment – is at best unclear. Although a number of qualitative studies have explored the topic, there have been no systematic attempts to develop the role or to quantify the effects on postholders. Aim. This paper reports a study that aimed to develop aspects of Lecturer Practitioners’ work roles, examine the effects of this on individuals at one English university, and to quantify Lecturer Practitioners’ occupational stress and burnout. Methods. A flexible, ‘spiral’ action research framework and ‘collaborative group approach’ were used, with mixed methods of data collection. Data were collected through focus groups, meetings and participant feedback, and participants’ reflective diaries. A questionnaire using previously validated psychological attitude rating scales was also used to measure occupational stress and burnout, the extent to which the project influenced these, and the influence of Lecturer Practitioners’ experience and qualifications. Six null hypotheses were constructed to measure these ideas. Findings from qualitative and quantitative perspectives were triangulated to give depth to the analysis. Findings. Five themes emerged from the focus groups: personal motivation, workload pressures, role clarity, preparation and support, and gains from the role. Specific policies and documentation were developed as a result of this initial project planning work. The findings from the questionnaire indicated that Lecturer Practitioners were no more stressed or burnt out than comparable workers. Synthesis of findings indicated, broadly speaking, that these LPs were ‘thriving rather than just surviving’. Conclusion. Action research was an effective methodology for uncovering new knowledge, and bringing about organizational change in this project.