This decade has seen a major restructuring of pre-registration nurse education within the higher education system that was costly and initially largely unpopular with qualified nurses and students. Major flaws have be...
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This decade has seen a major restructuring of pre-registration nurse education within the higher education system that was costly and initially largely unpopular with qualified nurses and students. Major flaws have been identified in the common foundation programme (CFP) and student attrition rates remain too high. Our detailed survey of student satisfaction within the CFP shows that clinical placement is the most popular course component and that poor organization remains the worst aspect of the course. Teaching was more highly regarded than the organizational component of the course, although students found room for improvement. Core teaching modules such as bioscience and nursing interventions achieved better ratings than supporting modules, for example social policy or research and reflection on practice. The establishment of contact between personal tutors and students appeared to be slow. The described deficiencies have since been addressed in curriculum planning and the development of new course structure.
The role of the nurse teacher in relation to the clinical setting has been debated for 20 years, yet it has been the subject of relatively few large studies. Recent studies led to inconclusive results, hence the nurse...
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The role of the nurse teacher in relation to the clinical setting has been debated for 20 years, yet it has been the subject of relatively few large studies. Recent studies led to inconclusive results, hence the nurse lecturer's clinical role remains an area of long-standing dispute. Changes in nurse education United Kingdom Central Council (UKCC) and the amalgamation of nurse education into higher education as part of the Strategy for Nursing, as well as the expansion of supernumerary status for student nurses, gave impetus to the search for a new clinical role for nurse lecturers. Research suggests that nurse teachers wish to maintain clinical contact, but the nature of this contact is vigorously debated at present. Lee, in reviewing the literature, concluded that this topic is highly contentious in terms of its nature, extent and purpose. She goes as far as to suggest that there is a need for empirical research to address the question as to whether there is a role for nurse lecturers in the clinical area. This paper examines some of the factors which influence the development of the clinical aspect of the role of nurse lecturers, explains how the author performed this role and the perceived benefits to students, mentors and the lecturer. It proposes a clinical role model based on the literature and the author's own personal experience as a 'clinical liaison lecturer' since the integration of nursing education into higher education.
The Pew Health Commission on professional education has recommended innovative educational programs to promote career mobility among nurses. To assure continued quality of nursing education in the face of innovation, ...
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The Pew Health Commission on professional education has recommended innovative educational programs to promote career mobility among nurses. To assure continued quality of nursing education in the face of innovation, the Philip Y. Hahn School of Nursing conducted a comprehensive evaluation of its accelerated RN-MSN program. Designed to enhance career advancement in the profession, the program was evaluated after its fourth year of operation using the Discrepancy Evaluation Model (DEM). Based on comparison with both relative and absolute standards, the program shortened the time required to obtain BSN and MSN degrees and appeared to reverse declining enrollments in the baccalaureate nursing program. Accelerated students were as successful as other masters nursing students in specific courses and in the program in general. Adverse program effects included declining enrollments in some under-graduate courses and the increased complexity of advising.
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