A productive paradox - A mixed methods study examining the clinical academic model within the University of Waikato nursing programmes

Abstract

Background: The nursing workforce, both globally and nationally, faces significant challenges that impact nursing education and professional development, highlighting the need for innovative approaches to support workforce development. The Clinical Academic role is one such response, a position in which nurses engage concurrently across both clinical and academic settings to integrate research and evidence into clinical practice. In 2020, the University of Waikato nursing programme adopted a Clinical Academic model, utilising advanced-level registered nurses to bridge education and practice and to strengthen partnerships with clinical partners. This study explores Clinical Academics’ experiences, the roles impact on student learning and how the model has met its intended outcomes.

Methods: A mixed methods convergent parallel design with a qualitative dominant focus was used. Semi-structured interviews with eight Clinical Academic staff were analysed thematically, and an online survey of pre-registration nursing students provided descriptive quantitative data on perceptions of Clinical Academics during clinical placements. Findings were integrated to provide a comprehensive understanding of the role.

Results: Eight Clinical Academics (Designated Senior Nurse, n=6; Registered Nurse, n=2) participated in interviews, and 48 surveys were returned by students across the Bachelor of Nursing (n=33) and Master of Nursing Practice (n=15) programmes(19.7% response rate). Qualitative data revealed four themes: clarity and complexity, enhancing learning and practice, collaboration and connection and systemic pressures. Quantitative survey data showed no statistically significant associations.

Conclusion: The Clinical Academic role is highly valued, with collaboration and connection strongly represented across academic and clinical contexts. Challenges related to role ambiguity, structural tensions and sustainability were evident. While joint appointments offer substantial benefits, their effectiveness depends on clear role definition, supportive structures, resource allocation and alignment between academic and clinical expectations.