Sessional teachers in a BN program: Bridging the divide or widening the gap?

Andrew, S; Halcomb, EJ; Jackson, D; Peters, K; Salamonson, Y

Sessional teachers in a BN program: Bridging the divide or widening the gap?

Andrew, S Halcomb, EJ Jackson, D

Peters, K

Salamonson, Y

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Publication Type:: Journal Article
Citation:: Nurse Education Today, 2010, 30 (5), pp. 453 - 457
Issue Date:: 2010-07-01

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Field	Value	Language
dc.contributor.author	Andrew, S	en_US
dc.contributor.author	Halcomb, EJ	en_US
dc.contributor.author	Jackson, D https://orcid.org/0000-0001-5252-5325	en_US
dc.contributor.author	Peters, K https://orcid.org/0000-0001-5299-2863	en_US
dc.contributor.author	Salamonson, Y	en_US
dc.date.available	2009-10-13	en_US
dc.date.issued	2010-07-01	en_US
dc.identifier.citation	Nurse Education Today, 2010, 30 (5), pp. 453 - 457	en_US
dc.identifier.issn	0260-6917	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17097
dc.description.abstract	Casualisation of the academic workforce has resulted in an increase in the employment of sessional teachers in Bachelor of Nursing (BN) programs. Many of these teachers are drawn from specialty clinical areas and continue to work clinically while teaching part-time. The aim of this study was to explore the perceptions of sessional teachers about their perceived contribution to an undergraduate Bachelor of Nursing program in a single Australian university. Twelve sessional teachers participated in semi-structured interviews as part of a larger mixed method study exploring the issues related to sessional teaching in the Bachelor of Nursing program. Three themes emerged from the data; (1) " Bringing 'reality' to the classroom" , (2) " Privileging experiential knowledge" , and (3) " Establishing boundaries with students" Underpinning the narratives was a strong subtext related to the theory-practice gap. Proactive strategies to facilitate the potential of sessional staff are articulated in the paper. © 2009 Elsevier Ltd.	en_US
dc.relation.ispartof	Nurse Education Today	en_US
dc.relation.isbasedon	10.1016/j.nedt.2009.10.004	en_US
dc.subject.classification	Nursing	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Data Collection	en_US
dc.subject.mesh	Program Evaluation	en_US
dc.subject.mesh	Perception	en_US
dc.subject.mesh	Qualitative Research	en_US
dc.subject.mesh	Time Factors	en_US
dc.subject.mesh	Education, Nursing, Baccalaureate	en_US
dc.subject.mesh	Faculty, Nursing	en_US
dc.subject.mesh	Schools, Nursing	en_US
dc.subject.mesh	Students, Nursing	en_US
dc.subject.mesh	Teaching	en_US
dc.subject.mesh	Adult	en_US
dc.subject.mesh	Program Development	en_US
dc.subject.mesh	Australia	en_US
dc.subject.mesh	Young Adult	en_US
dc.title	Sessional teachers in a BN program: Bridging the divide or widening the gap?	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	30	en_US
utslib.for	1110 Nursing	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
dc.location.activity	2010	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	30	en_US

Abstract:

Casualisation of the academic workforce has resulted in an increase in the employment of sessional teachers in Bachelor of Nursing (BN) programs. Many of these teachers are drawn from specialty clinical areas and continue to work clinically while teaching part-time. The aim of this study was to explore the perceptions of sessional teachers about their perceived contribution to an undergraduate Bachelor of Nursing program in a single Australian university. Twelve sessional teachers participated in semi-structured interviews as part of a larger mixed method study exploring the issues related to sessional teaching in the Bachelor of Nursing program. Three themes emerged from the data; (1) " Bringing 'reality' to the classroom" , (2) " Privileging experiential knowledge" , and (3) " Establishing boundaries with students" Underpinning the narratives was a strong subtext related to the theory-practice gap. Proactive strategies to facilitate the potential of sessional staff are articulated in the paper. © 2009 Elsevier Ltd.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/17097