This theme was selected to support a synergy of existing research interests within nursing and allied health in the consortium universities and has particular relevance for the predicted demands of the ageing, ethnically diverse population in New Zealand.
The ongoing development of teams and their collaborations with international researchers will go some way towards building the critical mass of experienced researchers needed in nursing and allied health disciplines.
In health profession, nursing and allied health disciplines have been an exception to establish this basic tenet as a requirement for tenure consideration.
Many educators now advocate that nursing and allied health disciplines employ faculty with doctorate credentials specific to their discipline (guess, 1995; Sullivan, 1996).
The model has gained wide acceptance and is currently used in fashioning the criteria for tenure in nursing and allied health education (Agstadt et al, 1998; Adderly-Kelly 2003).
Several previous studies have investigated the determinants of research productivity of nursing and allied health educators, with varying results.
Nursing and allied health educators are expected to have a comprehensive knowledge of their disciplines in addition to clinical expertise.
Although it is generally recognized that clinical skills are central to the practice of all health professions, clinical competence is rarely considered in tenure decisions in both nursing and allied health education.
Sources include more than 1,000 journals in nursing and allied health.
In 1977 CINL changed the title to the Cumulative Index to Nursing and Allied Health Literature[R] (CINAHL) when allied health journals were added to the print index.