Nrrsr Eduratran 7’odq (1992) l&321-322 0 Longman Group UK Ltd 1992

GUEST EDITORIAL

Expert to novice

This is a stressful time for nurse teachers. Whilst most are in agreement that Project 2000 brought about important changes in the training and education of nurses, it has also ensured that teachers’ anxiety levels are increasing by the week. Consider, for a moment, the role changes that are involved.

First, they are having to adjust to changes in ‘corporate identity’. Many, smaller schools of nursing have been linked together to form large colleges of nursing or health. Finding a niche in a larger organisation is often difficult. Second, there is the question of teaching larger numbers of students. Many teachers have had to revise, radically, their teaching methods to suit the lecture method that the ‘theme’ approach has brought with it. Many of the principles of adult learning have been jettisoned in favour of teaching more and more to larger and larger numbers of students. Just as many nurse educa- tors were developing skills of facilitating learn- ing, they have had to change gear and learn to be formal lecturers. Lectures, delivered by inspir- ational lecturers can be a real aid to learning. I doubt, though, that there are many who would admit to being inspirational. 1 suspect that many nurse teachers have real doubts about their ability to teach in this way.

Next, those teachers who do not have degrees are having to study for them - usually part time. Universities and colleges, for their part, are cutting the length of many degree and higher degree courses, in response to both government and market pressures. This means that more and more nurse teachers will have to cram more learning into a shorter space of time. Yet another pressure.

Linked to the degree question is the research one. Nurse teachers, rightly, are being encou- raged to call more and more on research to

inform their practice. They are being encou-

raged, also, to undertake research as part of their jobs and part of their degree studies. Kesearch skills, like nursing skills, take time to learn. Shorter degree courses are likely to mean that nurse teachers do not get adequate training in the skills that are involved. After 10 years of studying and doing research, I know that I am a novice at it. The apprenticeship in the research game is a long one. And it is one that adds to the burden that modern nurse teachers have to carry.

Nurse teachers are also required to be all things to their students. Many fulfil the role of mentor, others of counsellor. Most work as personal tutors to individual students and have to develop tutorial skills to help these students.

Finally, in this short list of pressures and modifications, the overwhelming question of whether or not nurse teachers should also be excellent clinicians, hangs over all educators. Target 35 of the Strategy for Nursing document suggests that:

Future teachers must be able to demonstrate, at an advanced level, a knowledge of the theory and practice of nursing and they must be qualified or clinically credible in the area of practice they teach (DoH 1989).

Such documents are often written by those who do not have direct responsibility for translating them into action. Leaving aside the question of what ‘an advanced level’ might be, nurse teachers still have to battle with the issue of whether or not they will be able to retain clinical competence and ‘credibility’. Can they? Should they? How will they? There is plenty of rhetoric on the topic and plenty of evidence to demon- strate a ‘theory/practice’ gap but precious little on exact(y how nurse teachers are to fulfil the

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multi-faceted role that has been outlined here. Infante (1986) suggests that nurse teachers are role models for leaching rather than for clinical practice. She argues that ‘the practitioner of nursing in the various clinical settings acts as a role model for nurses’.

At some point, we all need to stop and have a good think. Then we need a plan of action. We need to sit down and define, clearly, the role of the nurse teacher. Or, perhaps, the roles of the nurse teachers - there may be room for different

and reconsider exactly what it is that they want to do.

The net result seems to be that many nurse teachers are feeling de-skilled. All of a sudden, they are being asked to exercise skills that they either do not have or do not feel that they should have. Giving lectures, doing research, retaining clinical competence, writing and developing course documents, it is all too large an order. I hope we sort it out soon. For if we do not, it will not only be the students who suffer but also, and

sorts of nurse teachers. As ever, nurses are sometimes, directly, the patients. The teachers, obsessed with being able to ‘do it all’. Perhaps themselves, are already suffering. there should be teachers who specialise in research and research supervision working References alongside those who teach clinical skills.

Now, with the changes being brought about by Department of Health 1989 Strategy for Nursing.

Project 2000 it seems, on the one hand, to be a HMSO, London.

lnfante M S 1986 The conflicting roles of nurse and nurse good time to redefine nurse teaching. If every- educator. Nursing Outlook 34, 2: 94-96.

one is having to change, then deciding on what PHILIP BURNARD that change should be seems a good idea. On the Director of Postgraduate Nursing Studies other hand, I suspect that everyone is so caught University of Wales College of Medicine up in the process of change that they cannot stop Cardiff