Physiotherapy
Volume 96, Issue 3 , Pages 240-247 , September 2010

Experiences of new physiotherapy lecturers making the shift from clinical practice into academia

  • Kay M. Hurst

      Affiliations

    • Corresponding Author InformationTel.: +44 161 2472229; fax: +44 161 2476573.

References 

  1. Morris J. Current issues of accountability in physiotherapy and higher education. Physiotherapy. 2002;88:354–363
  2. National Committee of Enquiry into Higher Education . Higher education in the learning society (the Dearing Report). London: HMSO; 1997;
  3. Beaty L. The professional development of teachers in higher education: structures, methods and responsibilities. Innovat Educ Teach Int. 1998;35:99–107
  4. Sparkes VJ. Profession and professionalisation. Part 2: Professionalism within academia. Physiotherapy. 2002;88:486–492
  5. Murray J, Male T. Becoming a teacher educator: evidence from the field. Teach Teacher Educ. 2005;21:125–142
  6. Murray J. Investigating good practices in the induction of teacher educators into higher education. Research Study for ESCalate. 2005. Available at: http://www.escalate.ac.uk (last accessed 02/09/2009).
  7. Thomes J. Changing career paths: from expert to novice. Orthopaed Nurs. 2003;22:332–334
  8. Rosser M, King L. Transition experiences of qualified nurses moving into hospice nursing. J Adv Nurs. 2003;43:206–215
  9. McArthur-Rouse FJ. From expert to novice: an exploration of the experiences of new academic staff to a department of adult nursing studies. Nurse Educ Today. 2008;28:401–408
  10. Hargreaves J, Lane D. Delya's story: from expert to novice, a critique of Benner's concept of context in the development of expert nursing practice. Int J Nurs Stud. 2003;38:389–394
  11. Brown M, Olshansky E. From limbo to legitimacy: a theoretical model of the transition to the primary care nurse practitioner role. Nurs Res. 1997;46:46–51
  12. Hill Y, Macgregor J. Charting the course of change. J Clin Nurs. 1998;7:189–194
  13. Benner PE. From novice to expert: excellence and power in clinical nursing practice. London: Addison-Wesley; 1984;
  14. Nias J. Teaching and the self. In:  Holly M,  McLoughlin P editor. Perspectives on teacher professional development. London: Falmer Press; 1989;
  15. Dreyfus HL, Dreyfus SE. Mind over machine: the power of human intuition and expertise in the era of the computer. Oxford: Blackwell; 1986;
  16. Page G. Professional socialisation of valuation students: what the literature says. Int Educ J. 2005;5:105–116
  17. Fabian H, Simpson A. Mentoring the experienced teacher. Mentor Tutor. 2002;10:117–125
  18. Kenny G, Pontin D, Moore L. Negotiating socialisation: the journey of novice nurse academics into higher education. Nurse Educ Today. 2004;24:629–637
  19. Louis MR. Surprise and sense making: what newcomers experience in entering unfamiliar organisational settings. Admin Sci Quart. 1980;25:226–251
  20. Bogdan RC, Bilken SK. Qualitative research for education: an introduction to theories and methods. New York: Allyn and Bacon; 2003;
  21. Cohen L, Manion L, Morrison K. Research methods in education. London: Routledge Falmer; 2000;
  22. Murray L, Lawrence B. Practitioner-based enquiry: principles for postgraduate research: social research and educational studies series. London: Falmer Press; 2000;
  23. Tashakkori A, Teddle C. Handbook of mixed methods. London: Sage Publications; 2002;
  24. Lewin C. Elementary quantitative methods. In:  Somekh B,  Lewin C editor. Research methods in the social sciences. London: Sage Publications; 2005;
  25. Sinkinson A. Teachers into lecturers: an agenda for change. Teach Develop. 1997;1:97–105
  26. Koch T. Establishing rigour in qualitative research: the decision trail. J Adv Nurs. 1994;19:976–986
  27. Burnard P. A method of analysing interview transcripts in qualitative research. Nurse Educ Today. 1991;1:461–466
  28. Miles MB, Huberman AM. An expanded sourcebook: qualitative data analysis. London: Sage Publications; 1994;
  29. Bowen GA. Naturalistic inquiry and the saturation concept: a research note. Qual Res. 2008;8:137–152
  30. Denzin NK, Lincoln YS. Handbook of qualitative research. Thousand Oaks: Sage Publications; 1994;
  31. Appleton JV. Analysing qualitative interview data: addressing issues of validity and reliability. J Adv Nurs. 1995;22:993–997
  32. Disch J. From expert to novice. J Profes Nurs. 2002;18:310
  33. Boyd P, Baker L, Harris K, Kynch C, McVittie E. Working with multiple identities: supporting new teacher education tutors in higher education. Bristol: Higher Education Academy, Education Subject Centre, ESCalate; 2006. Available at: http://www.escalate.ac.uk (last accessed 04/09/2009).
  34. Clarke M. Reconceptualising mentoring: reflections by an early career researcher. Iss Educ Res. 2004;14:1–17
  35. Topping KJ. Trends in peer learning. Educ Psychol. 2005;25:631–645
  36. Hodkinson P, Hodkinson H. The significance of individuals’ dispositions in workplace learning: a case study of two teachers. J Educ Work. 2004;17:167–182
  37. Lave J, Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press; 1991;
  38. Ohlen J, Segesten K. The professional identity of the nurse: concept analysis and development. J Adv Nurs. 1998;28:720–727
  39. Elliott M, Wall N. Should nurse academics engage in clinical practice?. Nurse Educ Today. 2008;28:580–587
  40. Cahill HA. A qualitative analysis of student nurses’ experiences of mentorship. J Adv Nurs. 1996;24:791–799
  41. Mauthner NS, Doucet A. Reflexive accounts and accounts of reflexivity in qualitative data analysis. Sociology. 2003;37:413–431

PII: S0031-9406(09)00138-2

doi: 10.1016/j.physio.2009.11.009

Physiotherapy
Volume 96, Issue 3 , Pages 240-247 , September 2010

Article Tools