nurses sometimes in quite negative terms. This will be explored further in the theme which focuses on clinical practice. Participants also describe how they are perceived by their colleagues in clinical practice. UIND5: matters to our identity to other people, but how I articulate or ‘…it portray myself and I often look at medical colleagues, you know, and in particular medical colleagues will not have a know what we clue…they don’t do…’ UIND7: think they think that we work in this really protected environment ‘I with very little pressure…’ It appears from the narratives that some of the general public are not aware participant’s that nurse education has moved into higher education. UIND5: almost you have to explain how could you be ‘…but then it’s like teaching nurses in a university because people still perceive it, a lot of people perceive it to be very ward-based, hospital-based…’ UIND7: they say, that something that should be done in the “And ‘isn’t I say, but you know changed to a and a lot of hospital?’ And ‘yeah, it’s degree?’ people don’t know that”. In addition, some suggest that the public perception and indeed some participant’s nurse’s perceptions are that nurse education should not be in higher education. UFG2P3: on earth would nurses need to go to university never mind ‘…why why would you need to lecture in nursing…’ UFG2P1: think there is the belief that the old system was better and I think a ‘I lot of that belief comes from ourselves as a profession for nurses’. This perception of nurse education in higher education may provide a rationale why some participants feel that they have to defend their role, as previously discussed in the ‘role’ theme. An interesting sub-theme than a emerged from the narratives during ‘more nurse’ discussions on identity. It appears that some participants are considered than a ‘more by their colleagues and family and friends, due to their academic achievements nurse’, and role in higher education.
nurses sometimes in quite negative terms. This will be explored further in the theme which focuses on clinical practice. Participants also describe how they are perceived by their colleagues in clinical practice. UIND5: ‘…it matters to our identity to other people, but how I articulate or portray myself and I often look at medical colleagues, you know, and in particular medical colleagues will not have a clue…they don’t know what we do…’ UIND7: ‘I think they think that we work in this really protected environment with very little pressure…’ It appears from the participant’s narratives that some of the general public are not aware that nurse education has moved into higher education. UIND5: ‘…but then it’s like almost you have to explain how could you be teaching nurses in a university because people still perceive it, a lot of people perceive it to be very ward-based, hospital-based…’ UIND7: “And they say, ‘isn’t that something that should be done in the hospital?’ And I say, ‘yeah, but you know it’s changed to a degree?’ and a lot of people don’t know that”. In addition, some participant’s suggest that the public perception and indeed some nurse’s perceptions are that nurse education should not be in higher education. UFG2P3: ‘…why on earth would nurses need to go to university never mind why would you need to lecture in nursing…’ UFG2P1: ‘I think there is the belief that the old system was better and I think a lot of that belief comes from ourselves as a profession for nurses’. This perception of nurse education in higher education may provide a rationale why some participants feel that they have to defend their role, as previously discussed in the ‘role’ theme. An interesting sub-theme ‘more than a nurse’ emerged from the narratives during discussions on identity. It appears that some participants are considered ‘more than a nurse’, by their colleagues and family and friends, due to their academic achievements and role in higher education.
Final%20Submission%20with%20Amendments%20September2015.docx