Paramedic transition into an academic role in universities: A qualitative survey of paramedic academics in Australia and New Zealand.

Graham George Munro, Peter O'Meara, Bernice Mathisen

DOI: http://dx.doi.org/10.32378/ijp.v4i1.107

Abstract

Abstract

Healthcare professionals who transition into academic roles in universities are confronted with many challenges. Universities offering paramedicine degree programs struggle to find qualified paramedics to assume academic roles, while at the same time little is known about the issues that confront paramedics transitioning into academic roles in universities. A maximal variation sampling method was used to interview 16 paramedic academics in Australia and New Zealand and a thematic analysis was conducted that generated a thematic network that encompassed five areas: the community of practice of paramedicine, the community of practice of academia, entry into a new community of practice, professional identity, and expectations and challenges.  The resulting analysis revealed that new paramedic academics transitioning to academic roles in universities are often under-qualified and underprepared for academic positions. The induction and mentoring processes are often ad hoc and ineffective leaving the new academics feeling isolated and disillusioned. They struggle with establishing or maintaining a professional identity and meeting university expectations related to teaching, research, acquiring a PhD, and publication. Both these communities of practice need to engage in the development and preparation of these new academics so that paramedics will be attracted to these new roles and their transition to academia is a positive process.


Keywords

Community of practice; academic; induction; mentoring; transition; professional identity

Full Text:

PDF

References

References

Balogun JA, Sloan PE, Germain M. Determinants of tenure in allied health and nursing education. Journal of Advanced Nursing. 2006;56(5):532-41. DOI: 10.1111/j.1365-2648.2006.04045.x

Barlow J, Antoniou M. Room for improvement: the experiences of new lecturers in higher education. Innovations in Education and Teaching International. 2007;44(1):67-77 .doi.org/10.1080/14703290601081365

Boyd P, Harris K. Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education. 2010;36(1-2):9-24. http://dx.doi.org/10.1080/19415250903454767

Findlow S. Higher education change and professional-academic identity in newly ‘academic’disciplines: the case of nurse education. Higher Education. 2012;63(1):117-33. DOI 10.1007/s10734-011-9449-4

Girot E, Albarran J. Sustaining the education workforce in healthcare: Challenges for the future,. Nurse Education Today. 2012;32:32-8. https://doi.org/10.1016/j.nedt.2011.01.009

Hager P. Professional practice in education: Research and issues. Australian Journal of Education. 1995;39(1):235-47.

Korthagen F, Loughran J, Lunenberg M. Teaching teachers—studies into the expertise of teacher educators: an introduction to this theme issue. Teaching and Teacher Education. 2005;21(2):107-15. 10.1016/j.tate.2004.12.007

Logan P, Adams E, Rorrison D, Munro G. Exploring the transition to becoming an academic: A comparative study of Australian academics with and without a doctorate,. Journal of Perspectives in Applied Academic Practice. 2014;2(3):34-47.

MacIntosh J. Reworking professional nursing identity. Western Journal of Nursing Research. 2003;25(6):725 - 41. doi/pdf/10.1177/0193945903252419

Martinez K. Academic induction for teacher educators. Asia-Pacific Journal of Teacher Education. 2008;36(1):35-51. 10.1080/13598660701793376

Smith J. Forging identities: The experiences of probationary lecturers in the UK. Studies in Higher Education. 2010;35(5):577-91. 10.1080/03075070903216650

Trowler P, Bamber R. Compulsory higher education teacher training: Joined‐up policies, institutional architectures and enhancement cultures. International Journal for Academic Development. 2005;10(2):79-93. 10.1080/13601440500281708

Munro G, O'Meara P, Kenny A. Paramedic transition into an academic role in universities: a scoping review,. Journal of Paramedic Practice. 2016;8(9):452-7. 10.12968/jpar.2016.8.9.452

Gourlay L. New lecturers and the myth of ‘communities of practice’. Studies in Continuing Education. 2011;33(1):67-77. 10.1080/0158037X.2010.515570

Lave J, Wenger E. Situated learning: Legitimate peripheral participation. Brown JS, editor. Cambridge: Cambridge University Press; 1991.

Clandinin D, Connelly F. Narrative Inquiry: Experience and Story in Qualitative Research,. New York,: Jossey-Bass; 2000.

Connelly F, Clandinin D. Narrative Understandings of Teacher Knowledge,. Journal of Curriculum and Supervision,. 2000;15(4):315 - 31.

Cavanagh S. Content analysis: concepts, methods, and applications,. Nurse Researcher,. 1997;4(3):5-16.

Schreier M. Qualitative content analysis. The SAGE handbook of qualitative data analysis. 2014:170-83.

Thorne S. Interpretive Description. Morse J, editor. Walnut Creek, USA: Left Coast Press; 2008.

Creswell J, Plano-Clark V. Designing and Conducting Mixed-Methods Research. 2nd ed. Los Angeles, USA: Sage; 2011.

Potter WJ, Levine-Donnerstien D. Rethinking validity and reliability in content analysis,. Journal of Applied Communication Research,. 1999;27(258-284). 10.1080/00909889909365539

Attride-Sterling J. Thematic networks: an analytic tool for qualitative research. Qualitative Research. 2001;1:385-405.

College of Paramedics UK. Post-Reg Career Framework, 2016 [Available from: https://www.collegeofparamedics.co.uk/publications/post-reg-career-framework.

Australian Health Practitioner Regulation Agency - Paramedicine Board. Paramedicine Board of Australia, Canberra2018 [updated 19.06.18. Available from: http://www.paramedicineboard.gov.au/.

Australian Health Practitioner Regulation Agency - Nursing and Midwifery Board. Registration Standards, : AHPRA; 2016 [Available from: http://www.nursingmidwiferyboard.gov.au/Registration-Standards/Recency-of-practice.aspx.

National Occupational Competency Profile. [Internet]. Paramedic Association of Canada. 2016. Available from: http://paramedic.ca/site/nocp?nav=02.

Paramedics Australasia. Paramedic Role Descriptions,. Paramedics Australasia; 2012. Contract No.: 211212.

Paramedicine. IRoC. International Roundtable on Community Paramedicine, United States of America2017 [Available from: http://ircp.info/.

Jackson D, Peters K, Andrew S, Salamonson Y, Halcomb E. If you haven't got a PhD, you're not going to get a job: The PhD as a hurdle to continuing academics employment in nursing. Nurse Education Today. 2011;31:340-4. 10.1016/j.nedt.2010.07.002

Logan P, Gallimore D, Jordan S. Transition from clinician to academic: an interview study of the experiences fo UK and Australian Registered Nurses. Journal of Advanced Nursing. 2015;72(3):593-604. 10.1111/jan.12848

McGrail M, Rickard C, Jones R. Publish or perish: a systematic review of interventions to increase academic publication rates,. Higher Education Research & Development. 2006;25(1):19-35. https://doi.org/10.1080/07294360500453053

Houston D, Meyer L, Paewai S. Academic Staff Workloads and Job Satisfaction: Expectations and values in academe,. Journal of Higher Education Policy and Management. 2006;28(1):17-30. 10.1080/13600800500283734

Moll J, Hoque Z. Budgeting for legitimacy: The case of an Australian university,. Accounting, Organizations and Society. 2011;36:86-101. https://doi.org/10.1016/j.aos.2011.02.006

Coates H, Dobson I, Edwards D, Friedman T, Goedegebuure L, Meek L. The attractiveness of the Australian academic profession: a comparative analysis,. Victoria; 2009. ttps://minerva-access.unimelb.edu.au/bitstream/handle/11343/28921/264673_GoedegebuureAttractiveness.pdf?sequence=1

Probert B. Teaching-focused academic appointments in Australian universities: recognition, specialisation, or stratification? In: Teaching OfLa, editor. Australian Policy Online: APO.org.au; 2013. http://apo.org.au/node/35663

The University of Queensland. Teaching Focused Appointments Brisbane, Australia2016 [Available from: http://www.uq.edu.au/teaching-learning/teaching-focused-appointments.

Munro G, O'Meara P, Kenny A. Paramedic Transition into an Academic Role in Universities: A demographic and qualification survey of paramedic academics in Australia and New Zealand,. Irish Journal of Paramedicine,. 2016;1(2).

Browne-Ferrigno T, Muth R. Leadership mentoring in clinical practice: Role socialization, professional development, and capacity building. Educational administration quarterly. 2004;40(4):468-94. 10.1177/0013161X04267113

Boyd P. Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development. 2010;15(2):155-65. 10.1080/13601441003738368

Hemmings B. Sources of research confidence for early career academics: a qualitative study. Higher Education Research & Development. 2012;31(2):171-84. 10.1080/07294360.2011.559198

Hemmings B, Kay R. Research self-efficacy, publication output, and early career development. International Journal of Educational Management. 2010;24(7):562-74. 10.1108/09513541011079978

McCormack C, Barnes B. Getting Started in Academia: A Guide for Educational Psychologists. Educational Psychology Review. 2008;20(1):5-18. 10.1007/s10648-007-9058-z

Johnson SM, Birkeland SE. Pursuing a "Sense of Success": New Teachers Explain Their Career Decisions. American Educational Research Journal. 2003;40(3):581-617. 10.3102/00028312040003581

Wenger E. Communities of Practice: Learning, Meaning, and Identity. Cambridge: : Cambridge University Press.; 1998.



DOI: http://dx.doi.org/10.32378/ijp.v4i1.107

Refbacks

  • There are currently no refbacks.




Copyright (c) 2019 Graham George Munro, Peter O'Meara, Bernice Mathisen

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

IJP is an Open Access journal and articles published are distributed under the terms of the Creative Commons Attribution-NonCommercial License (CC BY-NC). Article copyright remains with individual authors. Authors grant unrestricted copyright license to the IJP. Readers may copy, distribute, build upon, reproduce, and display the work for non-commercial purposes with the proper citation of the original work in this publication. DPLA Rights statement: http://rightsstatements.org/page/InC-NC/1.0/?language=en. The IJP supports the National Principles for Open Access Policy Statement.

CC-BY-SA-NC 4/0

Electronic ISSN: 2009-938X.

We deposit a copy of all Irish healthcare related articles with Lenus, the Irish Health Repository and eDepositIreland, ensuring a full-text copy is always available and securely stored. The IJP is also listed with DOAJGoogle ScholarScienceOpen and other indexing services.

Crossref Member Badge