Rethinking scholarship

Implications for the nursing academic workforce

Kylie M. Smith, Patrick A. Crookes

Research output: Contribution to journalEditorial

7 Citations (Scopus)

Abstract

It is a widely acknowledged fact that the academic nursing workforce is aging and dwindling and in need of replenishment (Hall, 2009, Price, 2009). This concern has been the driving force behind a number of reviews and taskforces internationally, resulting in a number of reports and recommendations which seek to provide nationally coherent strategies related to nursing and academic nursing workforces (NNNET, 2006, UKDOH, 2006, Finch, 2007). Many of these strategies focus on encouraging nurses into research careers, largely because university and government priorities dictate this direction. It is our contention however, that an overemphasis on fitting nursing schools too slavishly into the ‘traditional’ forms and structures of academic research has proven, and will continue to prove, problematic for the replenishment of the nursing academic workforce, and for the quality of nursing programs and their graduates. More innovative and dynamic ways of thinking about the work that nursing schools do are needed if we wish to provide truly rewarding career pathways. This is not a problem at all unique to nursing, and has been the subject of debate in wider academic circles for some time.
Original languageEnglish
Pages (from-to)228-230
Number of pages3
JournalNurse Education Today
Volume31
Issue number3
DOIs
Publication statusPublished - 1 Apr 2011
Externally publishedYes

Fingerprint

Nursing
nursing
Nursing Schools
Finches
career
Research
Nurses
school
nurse
graduate
university

Cite this

@article{e730ee3ffbd54d2085588708b8b32796,
title = "Rethinking scholarship: Implications for the nursing academic workforce",
abstract = "It is a widely acknowledged fact that the academic nursing workforce is aging and dwindling and in need of replenishment (Hall, 2009, Price, 2009). This concern has been the driving force behind a number of reviews and taskforces internationally, resulting in a number of reports and recommendations which seek to provide nationally coherent strategies related to nursing and academic nursing workforces (NNNET, 2006, UKDOH, 2006, Finch, 2007). Many of these strategies focus on encouraging nurses into research careers, largely because university and government priorities dictate this direction. It is our contention however, that an overemphasis on fitting nursing schools too slavishly into the ‘traditional’ forms and structures of academic research has proven, and will continue to prove, problematic for the replenishment of the nursing academic workforce, and for the quality of nursing programs and their graduates. More innovative and dynamic ways of thinking about the work that nursing schools do are needed if we wish to provide truly rewarding career pathways. This is not a problem at all unique to nursing, and has been the subject of debate in wider academic circles for some time.",
author = "Smith, {Kylie M.} and Crookes, {Patrick A.}",
year = "2011",
month = "4",
day = "1",
doi = "10.1016/j.nedt.2010.10.010",
language = "English",
volume = "31",
pages = "228--230",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Churchill Livingstone",
number = "3",

}

Rethinking scholarship : Implications for the nursing academic workforce. / Smith, Kylie M.; Crookes, Patrick A.

In: Nurse Education Today, Vol. 31, No. 3, 01.04.2011, p. 228-230.

Research output: Contribution to journalEditorial

TY - JOUR

T1 - Rethinking scholarship

T2 - Implications for the nursing academic workforce

AU - Smith, Kylie M.

AU - Crookes, Patrick A.

PY - 2011/4/1

Y1 - 2011/4/1

N2 - It is a widely acknowledged fact that the academic nursing workforce is aging and dwindling and in need of replenishment (Hall, 2009, Price, 2009). This concern has been the driving force behind a number of reviews and taskforces internationally, resulting in a number of reports and recommendations which seek to provide nationally coherent strategies related to nursing and academic nursing workforces (NNNET, 2006, UKDOH, 2006, Finch, 2007). Many of these strategies focus on encouraging nurses into research careers, largely because university and government priorities dictate this direction. It is our contention however, that an overemphasis on fitting nursing schools too slavishly into the ‘traditional’ forms and structures of academic research has proven, and will continue to prove, problematic for the replenishment of the nursing academic workforce, and for the quality of nursing programs and their graduates. More innovative and dynamic ways of thinking about the work that nursing schools do are needed if we wish to provide truly rewarding career pathways. This is not a problem at all unique to nursing, and has been the subject of debate in wider academic circles for some time.

AB - It is a widely acknowledged fact that the academic nursing workforce is aging and dwindling and in need of replenishment (Hall, 2009, Price, 2009). This concern has been the driving force behind a number of reviews and taskforces internationally, resulting in a number of reports and recommendations which seek to provide nationally coherent strategies related to nursing and academic nursing workforces (NNNET, 2006, UKDOH, 2006, Finch, 2007). Many of these strategies focus on encouraging nurses into research careers, largely because university and government priorities dictate this direction. It is our contention however, that an overemphasis on fitting nursing schools too slavishly into the ‘traditional’ forms and structures of academic research has proven, and will continue to prove, problematic for the replenishment of the nursing academic workforce, and for the quality of nursing programs and their graduates. More innovative and dynamic ways of thinking about the work that nursing schools do are needed if we wish to provide truly rewarding career pathways. This is not a problem at all unique to nursing, and has been the subject of debate in wider academic circles for some time.

UR - http://www.scopus.com/inward/record.url?scp=79952487795&partnerID=8YFLogxK

U2 - 10.1016/j.nedt.2010.10.010

DO - 10.1016/j.nedt.2010.10.010

M3 - Editorial

VL - 31

SP - 228

EP - 230

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

IS - 3

ER -