The dichotomy that faces nursing tutorial staff
Andrea M. Corbett
DOI: 10.4236/ojn.2011.11002   PDF    HTML     6,497 Downloads   10,332 Views   Citations


There is a requirement for tutorial staff teaching on a degree programme to be engaged in research activity on a continuing basis. This is often in conflict with the demands that tutors in the Bachelor of Nursing programme are required to have academic ability and clinical skills whilst at the same time, engage in meaningful research activity. This does not occur. A study of the literature finds a commonality of this dichotomy throughout the world. A question is raised as to the impact of the increasing age of the nursing workforce; does this have an impact on the develop-ment of a research culture? It is suggested that the joint project approach adopted by the WITT (Western Institute of Technology at Taranaki) School of Nursing will assist in overcoming some of the identi-fied issues and begin the development of a research culture within the School that will be ongoing.

Share and Cite:

Corbett, A. (2011) The dichotomy that faces nursing tutorial staff. Open Journal of Nursing, 1, 10-13. doi: 10.4236/ojn.2011.11002.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Felder, R.M. (2010). The link between research and teaching. How to strengthen each without weakening the other. Chemical Engineering Education, 44 (3), 213-214.
[2] New Zealand Ministry of Education. (2002). Investing in Excellence. Report of the performance-based research fund working group. Author, Wellington.
[3] Nursing Council of New Zealand. (2010a). Annual Re-port to year ended 31 March, 2010. Author, Wellington.
[4] Nursing Council of New Zealand. (2010b). The New Zealand Nursing Workforce. Author, Wellington
[5] Fielder, K., & Malcolm, P. (2005). Aligning academic activities: Implications for teaching and research in a New Zealand Institute of Technology. Systemic practice and action research 18 (3), 275-301.
[6] Onyefulu, C.C., & Ogunrinade, A.F. (2005) Kick starting research in newly emergent universities: why faculty do not apply for research development ‘seed’ funding at the University of Technology Jamaica. Journal of Research Administration (36) 1-2, 56-65.
[7] Wimsatt, L., Trice, A., & Langley, D. (2009) Faculty perspectives on academic work and administrative bur-den: implications for the design of effective support ser-vices. Journal of Research Administration 40, (1), 71-88
[8] May, D. (1997). Planning time in working for a doctorate. In Graves, N., & Varma, V. (eds) Working for a doctorate. Routledge, London.
[9] Ackerlind, G.S. (1999). Growing and developing as an academic: What does it mean? Herdsa 1999 Conference, Melbourne, 12-15 July.

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.