This paper is based on the results of two studies carried out by the writer, over a period of 6 years (1991-1996);aimed to establish what happens in nursing practice in relation to assessing clinical competence of nur...
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This paper is based on the results of two studies carried out by the writer, over a period of 6 years (1991-1996);aimed to establish what happens in nursing practice in relation to assessing clinical competence of nursing students and the support they receive during their Nurse Education Programme. Study number one (1991-1995) was based upon the experiences and perceptions of 155 skilled practitioners and 300 students from three Colleges of Nursing and 45 interested practitioners, who volunteered to join the research at a later date because they were experienced assessors and mentors. Many themes and categories emerged. One in particular was that of the role of the practitioner who has been charged with the responsibility of assessing student performance on practice placement. Initial interviews with 155 practitioners of varying experience as assessors were used to design a questionnaire containing both context free and context specific items. Subsequent follow-up interviews were undertaken with both students and practitioners and non-participant observation of practitioners working with students were carried out. The majority of students accepted the dual role and at times, even the triple role of assessors, mentors and/or supervisors forced upon practitioners, provided that the practitioners assessing them were well prepared and 'trained' as assessors, were perceived to be 'fair', 'competent', 'skilful' and 'knowledgeable' (Neary 1997a). Study two (1992-1994) aimed to establish the process and outcomes of practitioner-teachers and mentorship in Wales, and was based on the data from a much extended period of semistructured interviews with policy makers, managers, teachers and nurse practitioners (n = 360, 330 analyzed in detail) spanning 10 months, which gave an invaluable pictures of ongoing changes in the placement areas and the basis from which to construct a widely administered questionnaire (n = 1332) dealing with context-free and context-specific factors unde
This paper draws on a small scale, exploratory study which was conducted in the clinical area in the early 1990s (Page 1992). The study drew on the principles of reflective practice in order to enable practitioners to...
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This paper draws on a small scale, exploratory study which was conducted in the clinical area in the early 1990s (Page 1992). The study drew on the principles of reflective practice in order to enable practitioners to identify learning needs in relation to cardiopulmonary resuscitation (CPR) procedures. Whilst considerable benefit from the reflective sessions was noted, one unanticipated and unpalatable outcome was what might be termed professional apathy. This was manifest in several ways, most importantly in that issues 'for action', identified through reflection, were not prioritised or acted upon. Whilst partial responsibility for this may lie with the somewhat naive way in which the reflective process was facilitated, some responsibility also rests with the nurses in question. One possible explanation is that, for changes in practice to occur, the planning and management of change should form an integral part of the reflective cycle. This point has been largely absent in the reflection literature to date. Such concerns are reviewed here in the context of nurse education's ongoing involvement with the notion of reflective practice and the role of the educationalist in the clinical area. The current political backdrop of 'quality initiatives' to create and demonstrate high standards of clinical care may be useful in advancing the debate. (C) 2000 Harcourt Publishers Ltd.
Who is supposed to be generating the research evidence base for nursing? There is a clear demand for clinical practice to be evidence based, but there is no nationally acknowledged career structure which makes it clea...
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Who is supposed to be generating the research evidence base for nursing? There is a clear demand for clinical practice to be evidence based, but there is no nationally acknowledged career structure which makes it clear whose job it is actually to do research for nursing. The roles and responsibilities of nurse teachers are confused, not only because of the recent exodus into universities and the consequent cultural changes, but also because of how they are funded. (C) 2000 Harcourt Publishers Ltd.
The Internet... a Web of information technology. The potential exists now and increasingly in the future to use this technology to deliver widely distributed, creative, innovative learning to students across vast dist...
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The Internet... a Web of information technology. The potential exists now and increasingly in the future to use this technology to deliver widely distributed, creative, innovative learning to students across vast distances and at times which suit individual needs. The implications of this technology for nurse education, and indeed health care in general, are exciting. The technology is growing at such a vast rate that it would be easy to blindly accept it and promote its use. However, there is a need to stop and consider some of the practical barriers to the use of this technology, particularly for nursing education. (C) 2000 Harcourt Publishers Ltd.
Education audit has proved to be an effective way of reviewing current activities and learning opportunities available to health-care students during clinical placements. Despite the importance attributed to education...
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Education audit has proved to be an effective way of reviewing current activities and learning opportunities available to health-care students during clinical placements. Despite the importance attributed to education audit in highlighting good practice, identifying where there is a need for change as well as providing information for future planning, there is no evidence in the literature to support its specific application to health-promotion learning opportunities. This paper describes a two-part study in which an education audit tool for use in evaluating health-promotion learning opportunities for students in clinical placements was successfully developed. This tool can be utilized by multiple stakeholders in a variety of clinical settings. Following a discussion of the background literature, the methodology (which involved the development of a series of dynamic relationships between researchers, commissioners and participants) is described. The aim of this article is to discuss the lessons learned from the process of developing the tool, including the problems that were encountered and how they were addressed. The authors conclude that their experiences in developing this tool can be usefully transferred to other educational and clinical settings. (C) 2000 Harcourt Publishers Ltd.
作者：
Callery, PUniv Manchester
Sch Nursing Midwifery & Hlth Oxford RdCoupland III Bldg Manchester M13 9PL Lancs England
There is a continuing tension between training and education in vocational higher education courses. The debate in nursing has been heightened by the transfer of courses into higher education and staffing problems in ...
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There is a continuing tension between training and education in vocational higher education courses. The debate in nursing has been heightened by the transfer of courses into higher education and staffing problems in the NHS. Comparisons with other occupations can help prevent introspection in analysis of policy issues in nursing. Teacher training is a particularly useful comparator because it entered higher education before nursing, and teachers have failed to maintain a level of autonomy that nurses would once have envied. This paper compares nursing and teacher training with particular reference to quality assurance. The UK government has adopted a centralized quality assurance and funding system for teacher training. Nursing is included in higher education quality assurance systems but funding is devolved. The tensions between training and education within nursing and teacher training are examined, and implications for the development of nursing considered. (C) 2000 Harcourt Publishers Ltd.
This paper is the second of a series on the role of the nurse teacher and is based on a review of the literature and the personal experience of the authors. Identifying the most appropriate way to support students in ...
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This paper is the second of a series on the role of the nurse teacher and is based on a review of the literature and the personal experience of the authors. Identifying the most appropriate way to support students in both the academic and clinical setting has been a major concern for nurse teachers. The move of nurse education into the higher education arena has increased the diverse nature of the nurse teachers role and raised questions about the nature and function of the personal tutor in relation to students undertaking nursing courses. This paper discusses the concept of the personal tutor, with particular focus on the academic aspects of the role. The time implication of adopting an all encompassing personal tutor role, within the current climate of higher education, is considered. The paper also highlights that the roles tutors adopt in practice are diverse and usually as a result of convenience rather than identified outcomes. (C) 2000 Harcourt Publishers Ltd.
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.
In Australia, the education of nurses in the academic arena now has a decade of history which arguably represents advancement of the nursing discipline. Until the conduct of the study which is the subject of this repo...
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In Australia, the education of nurses in the academic arena now has a decade of history which arguably represents advancement of the nursing discipline. Until the conduct of the study which is the subject of this report, however, expectations for the next decade were unknown. In order to provide information concerning the future of nursing education and related professional and social factors, the entire population of nurse academics in Australia was surveyed. Findings indicate that although advances have been made, there are a number of concerns regarding the rate of disciplinary development. These include parity of status with other academic areas, resource issues, the workload of nurse academics and the perception that there is lack of cohesiveness amongst nurses as a professional group.
Approaches to teaching ethics to nurses have been debated in literature for some years. Three issues in particular are commonly addressed: the intentions of such teaching;the value of examples and case studies;and the...
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Approaches to teaching ethics to nurses have been debated in literature for some years. Three issues in particular are commonly addressed: the intentions of such teaching;the value of examples and case studies;and the compatibility of philosophical approaches with the clinical reality experienced by students. It is argued here that moral guidance as a strategy is unacceptable, and that a basic introduction to philosophical methods is the key to effective learning of the skills required for autonomous analysis and decision making. A means for including the use of personal experiences and case study material is presented which relies upon the provision of a framework of analysis to facilitate structured thinking and the pursuit of justifiable arguments. The approach suggested is compatible with students' existing experiences and work-context, and enhances the integration of ethical reasoning into the multi-faceted totality of clinical practice.
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