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Managers, researchers, teachers and dabblers: enabling a research culture in nursing departments in higher education institutions

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This small-scale study investigates the research activity of individuals employed as nurse educators in higher education. Four distinct interpretations of their role emerged from the work they chose to do. Managers, researchers, teachers and dabblers had different views on the importance of scholarly activity in higher education. All groups appreciated the value of research for evidence-based practice. However, the different situations often limited their opportunity for research inquiry and the type of activities they committed to undertake. A research culture appears to be essential for all four groups; teachers to inform their curriculum delivery, researchers to be fully appreciated for their contribution to the advancement of professional nursing knowledge and dabblers to encourage and support their research initiatives. Managers are fully aware of the importance of research to curriculum development and implementation, yet are often overburdened with operational and administrative tasks and so have the most difficulty in finding time for research. It is argued that senior management should consider a radical rethink of the multifaceted nature of a nurse educator's role in higher education institutions in order to promote and nurture a culture that is conducive to their research activity.

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/0309877032000098725

Affiliations: Department of Adult Nursing, Canterbury Christ Church University College, Canterbury, Kent CT1 1QU, UK. yfh1@cant.ac.uk King's Institute of Learning and Teaching, King's College, London SE1 8WA, UK. Email: laurie.lomas@kcl.ac.uk Department of Child Nursing and Midwifery, Canterbury Christ Church University College, Canterbury, Kent CT1 1QU, UK

Publication date: August 1, 2003

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