An interpretative phenomenological analysis of being a nurse lecturer in a pre-registration adult nursing programme

Background
From 2011, nurse education programmes have been revalidated at degree level. Graduate level study aims to enable nurses to be critical thinkers. However, the nurse lecturers’ perception of their role and identity in developing graduateness has received little attention.

Methods (including design, sample, method(s) of data collection)
Following an Interpretative Phenomenological Analysis (IPA) approach, semi-structured interviews were undertaken with a purposive sample of seven nurse lecturers teaching within a pre-registration adult nursing programme. The interviews were analysed using IPA.

Findings
Emergent themes include the complexity of the multiple roles undertaken and how the role influences the development of the graduate skills of nurses. The nurse lecturers’ roles are numerous, ranging from teaching, pastoral support, links with clinical practice to administration. Although the job is enjoyable, the lack of time is a factor but the importance of having quality teaching for the students is apparent. The differing roles allow role modelling, demonstrating and promoting graduate attributes.

Discussion
These findings contribute to the knowledge of the experiences of nurse lecturers and offer an insight into the lecturers’ influence on student nurses development as graduates. The presentation will demonstrate the implications these findings have for the universities and the educators’ professional development.