Nurse Education Today
Volume 30, Issue 5 , Pages 453-457 , July 2010

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

  • Sharon Andrew

      Affiliations

    • Corresponding Author InformationCorresponding author. Address: School of Nursing (SON), College of Health and Science (CHS), University of Western Sydney (UWS), Campbelltown Campus Building 7, Locked Bag 1797, Penrith DC, NSW 1797, Australia. Tel.: +61 2 4620 3323; fax: +61 2 4620 3161.
    • ,
  • Elizabeth J. Halcomb

      Affiliations

    • Tel.: +61 2 4620 3344; fax: +61 2 4620 3161.
    • ,
  • Debra Jackson

      Affiliations

    • Tel.: +61 2 4620 3532; fax: +61 2 4620 3161.
    • ,
  • Kath Peters

      Affiliations

    • Tel.: +61 2 96859567; fax: +61 2 96859023.
    • ,
  • Yenna Salamonson

      Affiliations

    • Tel.: +61 2 4620 3323; fax: +61 2 4620 3161.

,Accepted 13 October 2009.

References 

  1. Bauder H. The segmentation of academic labour: a Canadian example. ACME: An International E-Journal for Critical Geographies. 2006;4(2):228–239
  2. Billings DM, Kowalski K. Bridging the theory–practice gap with evidence-based practice. The Journal of Continuing Education in Nursing. 2006;37(6):248–249
  3. Carson A, Carnwell R. Working in the theory–practice gap: the lecture practitioner’s story. Learning in Health and Social Care. 2007;6(4):220–230
  4. Coffey A, Atkinson P. Making Sense of Qualitative Data: Complementary Research Strategies. California: Sage Publications; 1996;
  5. Coombe K, Clancy S. Reconceptualizing the teaching team in universities: working with sessional staff. International Journal for Academic Development. 2002;7(2):159–166
  6. Duffy N, Stuart G, Smith S. Assuring the success of part-time faculty. Nurse Educator. 2008;33(2):53–54
  7. Gappa J, Leslie D. The Invisible Faculty: Improving the Status of Part-timers in Higher Education. San Francisco: Jossey-Bass; 1993;
  8. Haigh C. Embracing the theory/practice gap. Journal of Clinical Nursing. 2009;18(1):1–2
  9. Hancock H, Lloyd H, Campbell S, Turnock C, Craig S. Exploring the challenges and successes of the lecturer practitioner role using a stakeholder evaluation approach. Journal of Evaluation in Clinical Practice. 2007;13:758–764
  10. Herbert, D., Hannam, R., Chalmers, D., 2002. Enhancing the training, support and management of sessional teaching staff (HER02448). Available from: <www.aare.edu.au/02pap/her02448.htm> (retrieved June 26, 2008).
  11. Kimber M. The ’Tenured’ core and the tenuous periphery: the casualisation of academic work in Australian universities. Journal of Higher Education Policy and Management. 2003;25(1):41–50
  12. Kroll T, Neri M. Designs for mixed methods research. In:  Andrew S,  Halcomb EJ editor. Mixed Methods for Nursing and the Health Sciences. Chichester, West Sussex: Wiley-Blackwell; 2009;p. 31–49
  13. Landers . The theory–practice gap in nursing: the role of the nurse teacher. Journal of Advanced Nursing. 2000;32(6):1550–1556
  14. McArthur R. A comparison of grading patterns between full- and part-time humanities faculty: a preliminary study. Community College Review. 1999;27(3):65–71
  15. Moore M, Trahan R. Tenure status and grading practice. Sociological Perspectives. 1998;41(4):775–782
  16. Percy, A., Scoufis, M., Parry, S., Goody, A., Hicks, M., Macdonald, I., et al., 2008. The RED Report: Recognition, Enhancement, Development. The Contribution of Sessional Teachers to Higher Education (No. ISBN 978-0-646-49186-8). Support for the original work was provided by The Australian Learning and Teaching Council, an initiative of the Australian Government Department of Education, Employment and Workplace Relations.
  17. Smith E, Coombe K. Quality and qualms in the marking of university assignments by sessional staff: an exploratory study. Higher Education. 2006;51(1):45
  18. Walker K. Dangerous liaisons: thinking, doing, nursing. Collegian. 1997;4(2):4–14

PII: S0260-6917(09)00194-4

doi: 10.1016/j.nedt.2009.10.004

Nurse Education Today
Volume 30, Issue 5 , Pages 453-457 , July 2010

Article Tools