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Plugging a hole and lightening the burden: a process evaluation of a practice education team.
J Clin Nurs. 2007 Oct; 16(10):1848-57.JC

Abstract

AIM

To investigate the perceptions of clinical and senior managers about the role of practice educators (PEs) employed in one acute hospital in the UK.

BACKGROUND

Producing nurses who are fit for practice, purpose and academic award is a key issue for nurse education partnership providers in the UK. Various new models for practice learning support structures and new roles within health care institutions have been established. To sustain funding and policy support for these models, there is a need for evaluation research.

DESIGN

A process evaluation methodology was employed to determine the current value of a practice education team and to provide information to guide future direction.

METHODS

Data were collected through semi-structured telephone interviews using a previously designed schedule. All senior nurse managers (n = 5) and a purposive sample of Clinical Managers (n = 13) who had personal experience of and perceptions about the role of PEs provided the data. Interview notes were transcribed, coded and a thematic framework devised to present the results.

RESULTS

A number of key themes emerged including: qualities needed for being a successful practice educator; visibility and presence of PEs; providing a link with the university; 'plugging a hole' in supporting learning needs; providing relief to practitioners in dealing with 'the burden of students;' alleviating the 'plight of students;' and effects on student attrition.

CONCLUSIONS

Findings provided evidence for the continued funding of the practice educator role with improvements to be made in dealing with stakeholder expectations and outcomes.

RELEVANCE TO CLINICAL PRACTICE

In the UK, there still remain concerns about the fitness for practice of newly Registered Nurses, prompting a recent national consultation by the professional regulating body. Despite fiscal pressures, recommendations for further strengthening of all systems that will support the quality of practice learning may continue to sustain practice learning support roles.

Authors+Show Affiliations

Learning in Practice Nottingham Unit (LiPNU), Nottingham Health Community, Rushcliffe PCT, Nottingham, UK. maggie.mallik@rushcliffe-pct.nhs.ukNo affiliation info available

Pub Type(s)

Evaluation Study
Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

17880473

Citation

Mallik, Maggie, and Jane A. Hunt. "Plugging a Hole and Lightening the Burden: a Process Evaluation of a Practice Education Team." Journal of Clinical Nursing, vol. 16, no. 10, 2007, pp. 1848-57.
Mallik M, Hunt JA. Plugging a hole and lightening the burden: a process evaluation of a practice education team. J Clin Nurs. 2007;16(10):1848-57.
Mallik, M., & Hunt, J. A. (2007). Plugging a hole and lightening the burden: a process evaluation of a practice education team. Journal of Clinical Nursing, 16(10), 1848-57.
Mallik M, Hunt JA. Plugging a Hole and Lightening the Burden: a Process Evaluation of a Practice Education Team. J Clin Nurs. 2007;16(10):1848-57. PubMed PMID: 17880473.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Plugging a hole and lightening the burden: a process evaluation of a practice education team. AU - Mallik,Maggie, AU - Hunt,Jane A, PY - 2007/9/21/pubmed PY - 2007/12/6/medline PY - 2007/9/21/entrez SP - 1848 EP - 57 JF - Journal of clinical nursing JO - J Clin Nurs VL - 16 IS - 10 N2 - AIM: To investigate the perceptions of clinical and senior managers about the role of practice educators (PEs) employed in one acute hospital in the UK. BACKGROUND: Producing nurses who are fit for practice, purpose and academic award is a key issue for nurse education partnership providers in the UK. Various new models for practice learning support structures and new roles within health care institutions have been established. To sustain funding and policy support for these models, there is a need for evaluation research. DESIGN: A process evaluation methodology was employed to determine the current value of a practice education team and to provide information to guide future direction. METHODS: Data were collected through semi-structured telephone interviews using a previously designed schedule. All senior nurse managers (n = 5) and a purposive sample of Clinical Managers (n = 13) who had personal experience of and perceptions about the role of PEs provided the data. Interview notes were transcribed, coded and a thematic framework devised to present the results. RESULTS: A number of key themes emerged including: qualities needed for being a successful practice educator; visibility and presence of PEs; providing a link with the university; 'plugging a hole' in supporting learning needs; providing relief to practitioners in dealing with 'the burden of students;' alleviating the 'plight of students;' and effects on student attrition. CONCLUSIONS: Findings provided evidence for the continued funding of the practice educator role with improvements to be made in dealing with stakeholder expectations and outcomes. RELEVANCE TO CLINICAL PRACTICE: In the UK, there still remain concerns about the fitness for practice of newly Registered Nurses, prompting a recent national consultation by the professional regulating body. Despite fiscal pressures, recommendations for further strengthening of all systems that will support the quality of practice learning may continue to sustain practice learning support roles. SN - 0962-1067 UR - https://www.unboundmedicine.com/medline/citation/17880473/Plugging_a_hole_and_lightening_the_burden:_a_process_evaluation_of_a_practice_education_team_ L2 - https://doi.org/10.1111/j.1365-2702.2007.01778.x DB - PRIME DP - Unbound Medicine ER -