Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702302
Title: The role of Military Nurse Teachers : a qualitative study of the perceptions of ten Military Nurse Teachers
Author: Holman, Maureen Lynn
ISNI:       0000 0004 6057 2836
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2016
Availability of Full Text:
Access through EThOS:
Full text unavailable from EThOS. Thesis embargoed until 01 Jan 2021
Access through Institution:
Abstract:
Military Nurse Teachers from the British Defence Medical Services have provided educational support to military nurses since the 1880s. Following recent policy developments military nurse teachers have been required to evaluate their professional role. The aim of this small scale study has been to explore the military nurse teachers’ perspective of their role. The study used the approach of qualitative description to provide a voice for the military nurse teachers. Data were gathered from interviews with ten military nurse teachers – personal one-to-one interviews with eight participants and email interviews with two participants. The major findings focus around the discrete but completely interrelating professional identities of the military nurse teacher; military, nursing and education. Military is the overarching identity whilst nursing is the underpinning professional persona. Education acts as the speciality component. The findings demonstrate that military nurse teachers implicitly identify as military nurses, and as part of that community of practice more than with the academic environs of the university. Despite commonalities of military, nursing and education the participants displayed contrasting opinions in relation to their role. Some teachers clearly view education as their dominant role without a clinical component whilst others see clinical practice as integral to their persona as a military nurse. Clinical practice is viewed by some participants as a necessary component in order to guide their educational practice. In the wider scheme clinical currency, or competence, is an important consideration which stems from contribution to the raison d’etre of military healthcare; operational delivery. The military nurse teachers’ identity has implications for their practice, and opportunities for development of educational roles. Further research is recommended to investigate the professional practice opportunities for educational provision across the peacetime and operational arenas.
Supervisor: Levinson, Martin Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.702302  DOI: Not available
Share: