Transition from clinical manager to university lecturer: a self-reflective case study

Abstract

This paper is a case study exploring the author's use of reflective practice to facilitate the transition in role from a clinical manager with teaching responsibilities in a critical care unit to university lecturer. The similarities and differences in the roles with respect to learner characteristics, teaching contexts and effective teaching strategies are discussed. Brookfield's model provides the methodological framework for the process of critically reflective practice undertaken to support and inform the transition. This case study describes a novice academic's reflection through the four lenses of autobiography, the theoretical literature, student feedback and the perspectives of colleagues as she seeks to optimise student engagement and learning using the large lecture as the teaching and learning activity. The author suggests that the use of a framework such as Brookfield's model that supports critical reflection may be of significant benefit to accelerate the personal and professional growth of new academic staff in their teaching practice.

Keywords:

• large lecture
• novice academic
• reflective practice
• student engagement

Notes

In Australia, Enrolled Nurses complete a Certificate 1V or diploma level course in the vocational education sector. They work with the supervision and direction of Division 1 Registered Nurses to provide patient care.