Within the community of nursing, the topic of clinical credibility and what exactly this means for the nurse lecturer has been widely debated and discussed in research over the past few decades. Providing hands-on care is not required for nurses to revalidate and stay on the Nursing and Midwifery Council (NMC) register. Being active in practice, delivering hands-on care is not often connected with a nurse lecturer's appraisal and progression process. Without either a recognised definition or formal framework for clinical credibility, there is confusion, which continues to fuel the debate (Ousey and Gallagher, 2010).
Much research regarding clinical credibility for the nurse lecturer to date discusses what clinical credibility may be, but often no clear definition is given (Cardwell et al, 2019). Without a clear definition it can be argued that clinical credibility is not measurable and so not achievable. Although clinical credibility is seen as required, it is notable that the process of achieving it is unclear (Ousey and Gallagher, 2010).
Fisher (2005) suggested the skill of applying theory to practice promotes clinical credibility for the nurse lecturer. Application of theory to practice is essential (Andrew and Robb, 2011). Supporting and developing the future workforce is an integral part of the nurse lecturer's role and requires evidence-based education, so that the complexities of today's patients can be managed competently and safely (NMC, 2018).
Cardwell et al (2019) suggested that clinical credibility is open for debate because a defined definition has not been developed and this lack of clarity serves to keep the debate alive.
Degree-level education for nurses promotes more effective outcomes for patients (Audet et al, 2018). To facilitate this education, nurse lecturers can be seen to need clinical credibility in both the university and clinical setting, but many may not have been in the clinical setting for some time.
Professional bodies and governments have promoted the need for nurse lecturers in the clinical setting (Fisher, 2005). The NMC's requirements can be interpreted as nurse lecturers being required to spend time in practice (Wray and Wild, 2011). However, this may only be one way of maintaining credibility (NMC, 2008).
The the theory–practice gap debate continues (Price et al, 2011). A discrepancy between learning in theory and practice was identified in the Willis report (2012) on nurse education. The Willis report recommended that managers, mentors, practice education facilitators and academic staff must work together to help students relate theory to practice. It stated that close, effective collaboration between universities and practice settings should be enhanced through joint appointments.
Despite many reports and research articles, the debate is ongoing and uncertainty and confusion on this topic remains. If a clearly defined definition for what clinical credibility is can be established, accepted, and recognised, then this may finally put the debate to rest.