LAUSR

Abstract Academics develop multiple identities as part of their learning and participation in social and professional communities. These academic identities are a strong influence on practice, including the approach to teaching. The first stage of this study uses a robust phenomenographic interview-based approach to develop a framework for the multiple identities of lecturers in nursing based in ten different UK universities. In a second stage, it then uses analysis of video stimulated recall interviews with the same ten lecturers in nursing based on video of one-to-one student tutorials. The first stage phenomenographic analysis generated a framework of five overlapping identities held by the lecturers in nursing as: clinical nurse practitioner; university teacher; scholar; researcher; and leader. The second stage thematic analysis focused on how the lecturers negotiated and foregrounded these different identities during their tutorials. Overall, the study contributes by providing insight into the influence of academic identities on pedagogy, revealing how the lecturers in nursing negotiated credibility with their students and positioned themselves as university-based professional educators. The study also provides useful insight into the largely hidden practice of the university tutorial, highlighting the relational nature of teaching adults and novice practitioners.