In the firing line: The nurse academic in practice

Nursing in Critical Care

Volumn 9, Issue 3, 2004, Pages 95-97

  Rattray, Janice ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

CLINICAL COMPETENCE; EDITORIAL; FACULTY PRACTICE; HUMAN; INTENSIVE CARE; NURSE ATTITUDE; NURSING EDUCATION; NURSING STUDENT; ORGANIZATION AND MANAGEMENT; PSYCHOLOGICAL ASPECT; SOCIAL SUPPORT; STANDARD; UNITED KINGDOM; WORKLOAD;

CLINICAL COMPETENCE; CRITICAL CARE; FACULTY, NURSING; GREAT BRITAIN; HUMANS; NURSE'S ROLE; NURSING FACULTY PRACTICE; SOCIAL SUPPORT; STUDENTS, NURSING; WORKLOAD;

EID: 3042809991     PISSN: 13621017     EISSN: 14785153     Source Type: Journal    
DOI: 10.1111/j.1362-1017.2004.00068.x     Document Type: Editorial

References (8)

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3. Department of Health. (2000). Towards a Strategy for Nursing Research and Devel-opment. London: Department of Health.
4. Duffy K, Watson HE. (2001). An interpretive study of the nurse teacher's role in practice placement areas. Nurse Education Today; 21: 551–558.
5. Humphreys A, Gidman J, Andrews M. (2000). The role of the personal tutor: a litera-ture review. Nurse Education Today; 20: 311–317.
6. Murphy FA. (2000). Collaborating with practi-tioners in teaching and research: a model for developing the role of the nurse lecturer in practice areas. Journal of Advanced Nurs-ing; 31: 704–714.
7. Ramage C. (2004). Negotiating multiple roles: link teachers in clinical nursing practice. Journal of Advanced Nursing; 45: 287–296.
8. Scottish Executive. (2003). Choices and Chal-lenges: The Strategy for Research and Development in Nursing and Midwifery in Scotland. Edinburgh: Scottish Executive.