This week’s EBN Twitter Chat on Wednesday 20th April between 8-9 pm (GMT) will be hosted by Professor Alison Twycross (@alitwy) who is editor of EBN and Dr Joanna Smith (@josmith175) one of the journal’s associate editors and will focus on the following question:
What promotes and what stops nurse academics undertaking research & scholarly activity?
Participating in the Twitter Chat
Participating in the Twitter chat requires a Twitter account; if you do not already have one you can create an account at www.twitter.com. Once you have an account contributing is straightforward, You can follow the discussion by searching links to #ebnjc, or contribute by creating and sending a tweet (tweets are text messages limited to 140 characters) to @EBNursingBMJ and add #ebnjc (the EBN Twitter chat hash tag) at the end of your tweet, this allows everyone taking part to view your tweets.
Tensions within professional-oriented departments can be a result of:
- Organisational requirements such as increasing the number of nursing students to respond to commissioners needs to meet workforce demands;
- Pressures to develop research capacity, and secure funding through competitive funding streams, particularly for research intense universities;
- Professional & academic role conflicts, where professional identities may be more meaningful than an academic identity.
These tensions may be hindering nurse academic embracing research and scholarship. There is a growing body of evidence about the challenges, and rearwards, of nurses moving from professions practice to academia for example:
Smith, C. and Boyd, P., 2012. Becoming an academic: The reconstruction of identity by recently appointed lecturers in nursing, midwifery and the allied health professions. Innovations in Education and Teaching International, 49(1), pp.63-72.
Schulz, J., 2013. The impact of role conflict, role ambiguity and organizational climate on the job satisfaction of academic staff in research-intensive universities in the UK. Higher Education Research & Development, 32(3), pp.464-478.
Findlow, S., 2012. Higher education change and professional-academic identity in newly ‘academic’ disciplines: the case of nurse education. Higher Education, 63(1), pp.117-133.
Some things to think about before the Twitter Chat
- How do you define scholarly activity?
- Does your university have a workload model? If so, does this include time allocated for research and scholarly activity?
- How do you balance competing demands, student teaching and learning activities with research and scholarly activities?
- What are the expectations within your organization in relation to engaging in research and scholarly activity?
- What helps you engage in research and scholarly activity?
- What support is available to help you engage in research and scholarly activity?