References
- Abram, M. D., & Jacobowitz, W. (2021). Resilience and burnout in healthcare students and inpatient psychiatric nurses: A between-groups study of two populations. Archives of Psychiatric Nursing, 35(1), 1–8. https://doi.org/https://doi.org/10.1016/j.apnu.2020.10.008
- Adams, R. (2011). Exploring dual professional identities, the role of the nurse tutor in higher education in the UK: Role complexity and tensions. Journal of Advanced Nursing, 67(4), 884–892. https://doi.org/https://doi.org/10.1111/j.1365-2648.2010.05519.x
- Adelman-Mullally, T., Mulder, C. K., McCarter-Spalding, D. E., Hagler, D. A., Gaberson, K. B., Hanner, M. B., Oermann, M. H., Speakman, E. T., Yoder-Wise, P. S., & Young, P. K. (2013). The clinical nurse educator as leader. Nurse Education in Practice, 13(1), 29–34. https://doi.org/https://doi.org/10.1016/j.nepr.2012.07.006
- Alyousef, S. (2019). Psychosocial stress factors among mental health nursing students in KSA. Journal of Taibah University Medical Sciences, 14(1), 60–66. https://doi.org/https://doi.org/10.1016/j.jtumed.2018.11.006
- Baillie, L., & Curzio, J. (2009). Students’ and facilitators’ perceptions of simulation in practice learning. Nurse Education in Practice, 9(5), 297–306. https://doi.org/https://doi.org/10.1016/j.nepr.2008.08.007
- Barry, B., Houghton, T., & Warburton, T. (2016). Supporting students in practice: Leadership. Nursing Standard (Royal College of Nursing (Great Britain): 1987), 31(4), 46–53. https://doi.org/https://doi.org/10.7748/ns.2016.e9669
- Borneuf, A. M., & Haigh, C. (2010). The who and where of clinical skills teaching: A review from the UK perspective. Nurse Education Today, 30(2), 197–201. https://doi.org/https://doi.org/10.1016/j.nedt.2009.07.012
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/https://doi.org/10.1191/1478088706qp063oa
- Brown, P., Jones, A., & Davies, J. (2020). Shall I tell my mentor? Exploring the mentor-student relationship and its impact on students’ raising concerns on clinical placement. Journal of Clinical Nursing, 29(17–18), 3298–3310. https://doi.org/https://doi.org/10.1111/jocn.15356
- Burgess, A., Goulston, K., & Oates, K. (2015). Role modelling of clinical tutors: A focus group study among medical students. BMC Medical Education, 15(1), 1–9. https://doi.org/https://doi.org/10.1186/s12909-015-0303-8
- Bvumbwe, T. (2016). Enhancing nursing education via academic-clinical partnership: An integrative review. International Journal of Nursing Sciences, 3(3), 314–322. https://doi.org/https://doi.org/10.1016/j.ijnss.2016.07.002
- Carnwell, R., Baker, S., Bellis, M., & Murray, R. (2007). Managerial perceptions of mentor, lecturer practitioner and link tutor roles. Nurse Education Today, 27(8), 923–932. https://doi.org/https://doi.org/10.1016/j.nedt.2007.01.005
- Cleary, M., & Happell, B. (2005). Promoting a sustainable mental health nursing workforce: An evaluation of a transition mental health nursing programme. International Journal of Mental Health Nursing, 14(2), 109–116. https://doi.org/https://doi.org/10.1111/j.1440-0979.2005.00367.x
- Dahlke, S., Baumbusch, J., Affleck, F., & Kwon, J. (2012). The clinical instructor role in nursing education: A structured literature review. Journal of Nursing Education, 51(12), 692–696. https://doi.org/https://doi.org/10.3928/01484834-20121022-01
- Dean, M., & Levis, A. (2016). Does the use of a university lecturer as a visiting tutor support learning and assessment during physiotherapy students’ clinical placements? A survey of higher education institution providers. Physiotherapy, 102(4), 365–370. https://doi.org/https://doi.org/10.1016/j.physio.2015.08.010
- Fowler, K., & Wholeben, M. (2020). COVID-19: Outcomes for trauma-impacted nurses and nursing students. Nurse Education Today, 93, 104525.
- Frawley, T., Meehan, A., & De Brún, A. (2018). Impact of organizational change for leaders in mental health. Journal of Health Organization and Management, 32(8), 980–1001. https://doi.org/https://doi.org/10.1108/JHOM-08-2018-0220
- Galvin, J., Suominen, E., Morgan, C., O’Connell, E.-J., & Smith, A. P. (2015). Mental health nursing students’ experiences of stress during training: A thematic analysis of qualitative interviews. Journal of Psychiatric and Mental Health Nursing, 22(10), 773–783. https://doi.org/https://doi.org/10.1111/jpm.12273
- Gardiner, I., & Sheen, J. (2017). Graduate nurses’ experience of feedback, support and anxiety: A pilot study. Australian Journal of Advanced Nursing, 35(1), 6–15. https://doi.org/https://doi.org/10.1016/j.nedt.2016.01.016
- Goodwin, V., McMaster, R., Hyde, S., Appleby, M., & Fletcher, T. (2019). Qualitative evaluation of a postgraduate course in mental health nursing. Nurse Education in Practice, 36(5), 40–46. https://doi.org/https://doi.org/10.1016/j.nepr.2019.02.015
- Government of Ireland. (2000). A strategy for a pre-registration programme: Report of the Education Forum. Stationary office.
- Hampson, J., Gunning, H., Nicholson, L., Gee, C., Dawne, J., & Sheppard, G. (2017). Role of clinical practice educators in an integrated community and mental health NHS Foundation Trust. Nursing Standard (Royal College of Nursing (Great Britain): 1987), 32(7), 49–55. https://doi.org/https://doi.org/10.7748/ns.2017.e10729
- Hardy, S., Mushore, M., & Goddard, L. (2016). Supporting student mental health nurses in clinical placement through virtual in-practice support (VIPS): Innovation uptake and the ‘VIPS’ project. Nurse Education Today, 46, 133–138. https://doi.org/https://doi.org/10.1016/j.nedt.2016.08.033
- Health Research Board. (2020). GDPR principles. Retreived February 23, 2021, from https://www.hrb.ie/funding/gdpr-guidance-for-researchers/gdpr-overview/gdpr-principles/
- Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of qualitative descriptive studies: A systematic review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/https://doi.org/10.1002/nur.21768
- Leonard, L., McCutcheon, K., & Rogers, K. M. A. (2016). In touch to teach: Do nurse educators need to maintain or possess recent clinical practice to facilitate student learning? Nurse Education in Practice, 16(1), 148–151. https://doi.org/https://doi.org/10.1016/j.nepr.2015.08.002
- Levett-Jones, T., & Lathlean, J. (2008). Belongingness: A prerequisite for nursing students’ clinical learning. Nurse Education in Practice, 8(2), 103–111. https://doi.org/https://doi.org/10.1016/j.nepr.2007.04.003
- Love, B., Vetere, A., & Davis, P. (2020). Should interpretative phenomenological analysis (IPA) be used with focus groups? Navigating the bumpy road of “iterative loops,” idiographic journeys, and “phenomenological bridges”. International Journal of Qualitative Methods, 19, 1–17. https://doi.org/https://doi.org/10.1177/1609406920921600
- Macintosh, T. (2015). The link lecturer role: Inconsistent and incongruent realities. Nurse Education Today, 35(3), e8–13. https://doi.org/https://doi.org/10.1016/j.nedt.2015.01.004
- McAllister, M., Tower, M., & Walker, R. (2007). Gentle interruptions: Transformative approaches to clinical teaching. Journal of Nursing Education, 46(7), 304–313. https://doi.org/https://doi.org/10.3928/01484834-20070701-04
- McSharry, E., McGloin, H., Frizzell, A., & Winters-O’Donnell, L. (2010). The role of the nurse lecturer in clinical practice in the Republic of Ireland. Nurse Education in Practice, 10(4), 189–195. https://doi.org/https://doi.org/10.1016/j.nepr.2009.08.004
- Meyer, I. S., Louw, A., & Ernstzen, D. (2017). Physiotherapy students’ perceptions of the dual role of the clinical educator as mentor and assessor: Influence on the teaching-learning relationship. The South African Journal of Physiotherapy, 73(1), 349–356. https://doi.org/https://doi.org/10.4102/sajp.v73i1.349
- Newington, L., Wells, M., Adonis, A., Bolton, L., Bolton Saghdaoui, L., Coffey, M., Crow, J., Fadeeva Costa, O., Hughes, C., Savage, M., Shahabi, L., & Alexander, C. M. (2021). A qualitative systematic review and thematic synthesis exploring the impacts of clinical academic activity by healthcare professionals outside medicine. BMC Health Services Research, 21(1), 400. https://doi.org/https://doi.org/10.1186/s12913-021-06354-y
- Nursing and Midwifery Board of Ireland. (2015). Quality clinical learning environment, professional guidance. Dublin.
- O’Brien, L., Buxton, M., & Gillies, D. (2008). Improving the undergraduate clinical placement experience in mental health nursing. Issues in Mental Health Nursing, 29(5), 505–522. https://doi.org/https://doi.org/10.1080/01612840801981355
- O’Connor, T., Moore, Z., Watson, C., Rohan, N., Murray, B., Burke, A., Husain, M., Patton, D., Shannon, M., Wynne, M., & Crowley, I. (2018). The evaluation of an early graduate educational intervention. Nurse Education in Practice, 31(7), 29–34. https://doi.org/https://doi.org/10.1016/j.nepr.2018.04.007
- Oostveen, C. J v., Goedhart, N. S., Francke, A. L., & Vermeulen, H. (2017). Combining clinical practice and academic work in nursing: A qualitative study about perceived importance, facilitators and barriers regarding clinical academic careers for nurses in university hospitals. Journal of Clinical Nursing, 26(23-24), 4973–4984. https://doi.org/https://doi.org/10.1111/jocn.13996
- Paton, B. (2010). The professional practice knowledge of nurse preceptors. The Journal of Nursing Education, 49(3), 143–149. https://doi.org/https://doi.org/10.3928/01484834-20091118-02
- Pedregosa, S., Fabrellas, N., Risco, E., Pereira, M., Dmoch-Gajzlerska, E., Şenuzun, F., Martin, S., & Zabalegui, A. (2020). Effective academic-practice partnership models in nursing students’ clinical placement: A systematic literature review. Nurse Education Today, 95, 104582. https://doi.org/https://doi.org/10.1016/j.nedt.2020.104582
- Price, L., Hastie, L., Duffy, K., Ness, V., & McCallum, J. (2011). Supporting students in clinical practice: Pre-registration nursing students’ views on the role of the lecturer. Nurse Education Today, 31(8), 780–784. https://doi.org/https://doi.org/10.1016/j.nedt.2011.04.009
- Saarikoski, M., Warne, t., Kaila, P., & Leino-Kilpi, H. (2009). The role of the nurse teacher in clinical practice: An empirical study of Finnish student nurse experiences. Nurse Education Today, 29(6), 595–600. https://doi.org/https://doi.org/10.1016/j.nedt.2009.01.005
- Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing and Health, 33(1), 77–84. https://doi.org/https://doi.org/10.1002/nur.20362
- Stenfors-Hayes, T., & Kang, H. (2014). Boundaries, gaps, and overlaps: Defining roles in a multidisciplinary nephrology clinic. Journal of Multidisciplinary Healthcare, 7(7), 471– 447. https://doi.org/https://doi.org/10.2147/JMDH.S68523
- Thurtle, V., & Horsfall, J. (2016). The lecturer–practitioner role in the public health nursing team. Journal of Health Visiting, 4(1), 6–29. https://doi.org/https://doi.org/10.12968/johv.2016.4.1.6
- Trusson, D., Rowley, E., & Bramley, L. (2019). A mixed-methods study of challenges and benefits of clinical academic careers for nurses, midwives and allied health professionals. BMJ Open, 9(10), e030595 https://doi.org/https://doi.org/10.1136/bmjopen-2019-030595
- White, S., Stainer, L., Cooper, K., & Waight, S. (2018). The personal tutor as a role model for students: Humanising nursing care. British Journal of Nursing, 27(1), 52–55. https://doi.org/https://doi.org/10.12968/bjon.2018.27.1.52