Brown Sarah J
St Mary's Maternity Hospital, Milton Road, Portsmouth, PO3 6AD, United Kingdom.
Nurse Educ Today. 2006 Oct;26(7):601-8. doi: 10.1016/j.nedt.2006.01.016. Epub 2006 Apr 19.
The aim of the study was to describe and understand the lived experiences of teaching for lecturer practitioners in the clinical workplace.
Lecturer practitioners appear to have been introduced into practice to bridge the gap between academic and clinical learning although there appears to be little empirical evidence of how they work in clinical practice.
A qualitative approach was used in interpreting the transcribed interviews of five lecturer practitioners from different practice backgrounds working from the same university in the south of England.
Two synthesised interpretations of the lecturer practitioner experiences of teaching were described. One was of looking and seeing practice differently and challenging practitioners to do the same. The second was of working in the middle of the practice theory gap rather than trying to reduce it.
Although the findings are not generalisable to other lecturer practitioners the participants appeared to work in partnership with practitioners to bring a change in the clinical environment where learning was supported and encouraged. The partnership appeared to place the onus on the practitioner to develop their practice and the lecturer practitioners appeared to work as an educational enabler.
本研究旨在描述并理解临床工作场所中讲师型从业者的教学实践体验。
引入讲师型从业者似乎是为了弥合学术学习与临床学习之间的差距，尽管关于他们在临床实践中如何工作的实证证据似乎很少。
采用定性研究方法，对来自英格兰南部同一所大学、具有不同实践背景的五位讲师型从业者的访谈转录本进行解读。
描述了对讲师型从业者教学体验的两种综合解读。一种是从不同角度看待和审视实践，并促使从业者也这样做。另一种是在实践与理论的差距中开展工作，而不是试图缩小这一差距。
尽管研究结果不能推广到其他讲师型从业者，但参与者似乎与从业者合作，以改变临床环境，在其中学习得到支持和鼓励。这种合作似乎将发展实践的责任置于从业者身上，而讲师型从业者似乎充当了教育促进者的角色。
