Developing the future healthcare education workforce
This paper reports on the initial impact and contribution of revalidation to professional identity amongst nurses and midwives working in higher education, and the impact of staff’s professional identity on students. Participants identified strongly as nurses and midwives first and academics second. Students valued the clinical experiences of lecturers but did not expect them to have clinical currency, whereas academic staff were self-conscious about the amount of time away from practice. The implications of academic staff identity as registrants in higher education is discussed.