Nurse Education Today
Volume 24, Issue 2 , Pages 84-90 , February 2004

The origins of current nurse education policy and its implications for nurse educators

,Accepted 16 September 2003.

References 

  1. Antrobus S. An analysis of nursing in context: the effects of current health policy. Journal of Advanced Nursing. 1997;25:447–453
  2. Aronowitz S. Concretizing Possibility Through a Pedagogy/Politics of Critical Engagement: A Radical Alternative for the Future of Higher Education. Boston: Beacon Press; 2000;
  3. Barnett R. The Limits of Competence: Knowledge, Higher Education and Society. Buckingham, UK: SRHE and Open University Press; 1994;
  4. Bassett C. Educating for care: a review of the literature. Nurse Education Today. 2001;1:64–72
  5. Briggs A. Report of the Committee on Nursing. London: HMSO; 1972;
  6. Blake W. The Marriage of Heaven and Hell. Facsimile ed.. London: Dent; 1927;
  7. Boughn S. An instrument for measuring autonomy related attitudes and behaviours in woman nursing students. Journal of Nurse Education. 1995;34:106–113
  8. Chapman H. Some important limitations of competency based education with respect to nurse education: an Australian perspective. Nurse Education Today. 1999;19:129–135
  9. Camiah S. The changing role and work of British nurse tutors: a study within two demonstration Project 2000 districts. Journal of Advanced Nursing. 1996;23:396–407
  10. Coffield F. Nine learning fallacies and their replacement by a national strategy for lifelong learning. In:  Coffield F editors. A National Strategy for Lifelong Learning. Newcastle: School of Education University of Newcastle upon Tyne; 1997;p. 1–35
  11. Corbett K. The captive market in nurse education and the displacement of nursing knowledge. Journal of Advanced Nursing. 1998;28(3):524–531
  12. Committee of Vice Chancellors and Principals, Confederation of British Industry & Council for Industry and Higher Education, 1996. Declaration of Intent. C.V.C.P., London
  13. David B. Nursing’s gender politics: reformulating the footnotes. Advances in Nursing Science. 2000;23(1):83–93
  14. Department of Education, 1996. Higher Education in the Learning Society (Chair Sir Ron Dearing). HMSO, London
  15. Department of Health, 1997. The New NHS: Modern, Dependable. HMSO, London
  16. Department of Health, 1998. First Class Service. HMSO, London
  17. Department of Health, 2000. NHS Plan. HMSO, London
  18. Department of Health & Social Security, 1983. NHS Management Inquiry Report. (The Griffiths Report). DA (bv83) ev, 38. DHSS, London
  19. Doheny MO, Cook CB, Stooper MC. The Discipline of Nursing: An Introduction. fourth ed.. Connecticut: Appleton and Lange; 1997;
  20. Draper J, Watson R. Cadets and nursing: same destination – different route. Journal of Advanced Nursing. 2002;40(4):449–456
  21. Dunne E. In:  Dunne E editors. Drawing Together the Threads in the Learning Society: International Perspectives on Core Skills in Higher Education. London: Kogan Page; 1999;p. 197–214
  22. English National Board, Department of Health, 2001a. Placements in Focus. Chiltern Press, Luton
  23. English National Board, Department of Health, 2001b. Preparation of Mentors and Teachers. Chiltern Press, Luton
  24. Eraut M. Developing Professional Knowledge and Competence. London: Falmer Press; 1994;
  25. Evans J. Men in nursing: issues of gender segregation and hidden advantage. Journal of Advanced Nursing. 1997;26(2):226–231
  26. Falk C. Sentencing learners to life: retrofitting the academy for the information age. In:  Holford J,  Jarvis P,  Griffin C editor. International Perspectives on Lifelong Learning. London: Kogan Page; 1998;p. 245–256
  27. Freeman M, Miller C, Ross N. The impact of individual philosophies of teamwork on multiprofessional practice and implications for nurse education. Journal of Interprofessional Care. 2000;14(3):237–247
  28. Ford P, McCormack B. Keeping the person in the centre of nursing. Nursing Standard. 2000;46(14):40–44
  29. Gibbs P. Higher Education as a market: a problem or solution?. Studies in Higher Education. 2001;26(1):85–94
  30. Gidman J, Humphreys A, Andrews M. The role of the personal tutor in the academic context. Nurse Education Today. 2000;20:401–407
  31. Habermas J. Toward a Rational Society: Student Protest, Science and Politics. London: Heinemann; 1971;
  32. Hahn CL. Becoming Political: Comparative Perspectives on Citizenship Education Albany. New York State: University of New York Press; 1998;
  33. Hewison A. The new public management and the new nursing: related by rhetoric? Some reflections on the policy process and nursing. Journal of Advanced Nursing. 1999;29(6):1377–1384
  34. Hilton PA. Theoretical perspectives of nursing: a review of the literature. Journal of Advanced Nursing. 1997;26:1211–1220
  35. Hughes L. Teaching care to students. Nurse Educator. 1995;23(2):47–51
  36. Humphreys J. New models in a corporate paradigm. In:  Humphreys J,  Quinn FM editor. Health Care Education: The Challenge of the Market. London: Chapman & Hall; 1996;p. 141–168
  37. Kenny G. The importance of nursing values in interprofessional collaboration. British Journal of Nursing. 2002;11(1):65–68
  38. Kenny G. Childrens nursing and interprofessional collaboration: challenges and opportunities. Journal of Clinical Nursing. 2002;11(1):306–313
  39. Lancet Commission on Nursing, 1932. Inquiry into the Reasons for the Shortage of Nurses. Lancet Ltd., London
  40. Lewenson SB. Historical overview: Policy, politics and nursing. In:  Mason DJ,  Leavitt JK editor. Policy and Politics in Nursing and Health Care. third ed.. Philadelphia: W.B. Saunders; 1998;p. 41–58
  41. Luke C. Women in the academy: the politics of speech and silence. British Journal of Sociology of Education. 1994;15(2):211–230
  42. Nixon J. Professional identity and the restructuring of higher education. Studies in Higher Education. 1996;21(1):5–16
  43. Nixon J, Marks A, Rowland S, Walker M. Towards a new academic professionalism: a manifesto of hope. British Journal of Sociology of Education. 2001;22(2):227–242
  44. Pearce, J., 2003. Changes to entry requirements for pre-registration nursing and midwifery programmes. Nursing and Midwifery Admissions Service. Circular to all NMAS correspondents 6/5/2003
  45. Oldnall AS. Nursing as an emerging academic discipline. Journal of Advanced Nursing. 1995;21(3):605–612
  46. Quinn FM. The demise of curriculum. In:  Humphreys T,  Quinn FM editor. Health Care Education: The Challenge of the Market. London: Chapman & Hall; 1994;p. 9–30
  47. Roberts SJ. Development of a positive professional identity liberating oneself from the oppressor within. Advances in Nursing Science. 2000;22(4):71–82
  48. Robertson D. The reform of higher education for social equity, individual choice and mobility. In:  Coffield F editors. Higher Education in a Learning Society. Durham: University of Durham; 1995;p. 45–66
  49. Rolfe G. Faking a difference: evidence based nursing and the illusion of diversity. Nurse Education Today. 2002;22:3–12
  50. Timpson J. The NHS as a learning organization: aspirations beyond the rainbow?. Journal of Nursing Management. 1998;6(5):261–274
  51. Thompson DK, Watson R. Journal of Advanced Nursing. 2001;31(1):1–2
  52. Tribe J. Core skills: a critical examination. Educational Review. 1996;48(1):13–27
  53. UKCC Commission for Nursing and Midwifery Education, 1999. Fitness for Practice (Chair Sir Leonard Peach). UKCC, London
  54. West E, Scott C. Nursing in the public sphere: breaching the boundary between research and policy. Journal of Advanced Nursing. 2000;32(4):812–817
  55. Ministry of Health, Department of Health for Scotland and Ministry of Labour and National Service, 1947. Report of the working Party on the recruitment and Training of nurses (Wood Report). HMSO, London
  56. Ylijoki, O.H., 2001. Humbolt meets market forces – a narrative approach to academic work. Available from <http://www.leeds.ac.uk/educol/documents/00001761.htm>

PII: S0260-6917(03)00135-7

doi: 10.1016/j.nedt.2003.09.001

Nurse Education Today
Volume 24, Issue 2 , Pages 84-90 , February 2004

Article Tools