Nurse Education Today RSS feed: Current Issue. Nurse Education Today aims to publish high quality original research and reviews, debate and discussion in nursing, midwifery and health professional education. With an international authorship and readership, the journal welcomes scholarly contributions which are local, national or international in scope but are of wide interest and reflect the diversity of people, health and education systems worldwide. The journal wishes to encourage research of all traditions and will publish papers which show depth, rigour, originality and high standards of presentation. In particular, the journal will publish work which is analytical and constructively critical of both previous work and current initiatives. The editors and referees welcome works of research, policy, theory and philosophy of health professional education which meet and develop the high academic and ethical standards of the journal . The journal also publishes reviews of learning and teaching media and books. Together with other organisations the journal seeks to extend the boundaries of quality and availability of research and scholarship in nursing, midwifery and health professional education.http://www.nurseeducationtoday.com/?rss=yesElsevier Inc.en © 2010 Published by Elsevier Inc. All rights reserved. Nurse Education Today0260-6917303April 2010 © 2010 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.nurseeducationtoday.com/article/PIIS0260691710000316/abstract?rss=yesEditorial Board10.1016/S0260-6917(10)00031-6Nurse Education Today 30, 3 (2010)2010-04-01Nurse Education Today2010-04-01303S0260-6917(10)X0003-Xiihttp://www.nurseeducationtoday.com/article/PIIS0260691710000043/abstract?rss=yesThis special edition was prompted by the report of a study published in 2008 () which investigated how changes in nursing leadership roles have influenced the ways in which student nurses learn in practice settings in the new NHS (). The focus of the study was on new leadership roles and their influence on student nurse learning, given the change in the ward manager’s role during the 1990s and the move of nurse education into universities.The perils facing nurse education: A call for leadership for learningHelen Allan10.1016/j.nedt.2010.01.002Nurse Education Today 30, 3 (2010)2010-01-25Nurse Education Today2010-01-25303S0260-6917(10)X0003-X209211http://www.nurseeducationtoday.com/article/PIIS0260691709002445/abstract?rss=yesSummary: The study on which this paper reports examined how the widespread changes in the NHS workforce and in higher education which have transformed nurse education in recent decades have impacted on responsibility for the leadership of student nurse learning in clinical practice. Findings from this mixed methods case study carried out at four English higher education institutions between 2006 and 2007 suggest that link lecturers’ presence in clinical areas is diminishing, and that practice nurses’ involvement with pre-registration students’ learning may be limited. Ward managers lead learning at ward level but changes to their role limit their presence on the wards, so that mentors lead student learning on a day to day basis, which they must balance with caring for patients. Changes to the nurse’s role mean that modelling bedside care often falls to health care assistants. This deficit of leadership for learning may be understood as a manifestation of the ‘uncoupling’ of education and practice following the move of nurse education into higher education and subsequent changes to nursing roles. Strengthening leadership for learning is likely to be associated with recoupling practice and education and indicators to assess the quality of leadership for learning in clinical practice are suggested.Still looking for leadership – Who is responsible for student nurses’ learning in practice?M.F. O’Driscoll, H.T. Allan, P.A. Smith10.1016/j.nedt.2009.12.012Nurse Education Today 30, 3 (2010)2010-02-22Nurse Education Today2010-02-22303S0260-6917(10)X0003-X212217http://www.nurseeducationtoday.com/article/PIIS0260691709002470/abstract?rss=yesSummary: In a classic paper, argued that nurses distanced themselves from patients in order to avoid direct engagement with them and as a means of managing their anxiety. Reflecting on the work 40years later Fabricius argued that in the move from hospital-based nurse education to universities, nurse educators had further entrenched this defence. It is from both these perspectives that we locate this paper to explore the position of nurse teachers today drawing on empirical data from a study set up to investigate who currently leads student nurse learning in the clinical areas and as a follow up to original research on the emotional labour of nursing (). This paper presents findings from interviews with nurse teachers which are complemented by student nurse responses to a ward learning environment questionnaire, interviews with ward based nurses and documentary analysis.A major theme to emerge from the study was that there has been an uncoupling of education and practice as a consequence of the changes taking place in nurse education over the last two decades. This paper describes the range of emotions expressed as a consequence of this uncoupling such as increasing feelings of uncertainty over the nurse teacher’s role in clinical practice and anxiety generated from working in a university system which appeared to devalue caring. The apparent impact of these feelings on nurse teachers was to reinforce the education/practice split and the projection of their anxiety onto students and practitioners. We suggest that nurse teachers and in particular the system in which they work need to recognise both split and projection so that they are able to bear their anxiety and manage it in their teaching.“We should be able to bear our patients in our teaching in some way”: Theoretical perspectives on how nurse teachers manage their emotions to negotiate the split between education and caring practicePam Smith, T. Helen Allan10.1016/j.nedt.2009.12.015Nurse Education Today 30, 3 (2010)2010-01-20Nurse Education Today2010-01-20303S0260-6917(10)X0003-X218223http://www.nurseeducationtoday.com/article/PIIS0260691709002159/abstract?rss=yesAbstract: In this article we consider the nature of ethical leadership in nursing. An appreciation of the basis of such leadership requires an understanding of responsibility and of key intellectual and ethical qualities or virtues. We examine some of the educational and practice strategies to promote ethical leadership. We argue that there are different levels of ethical leadership. All members of the nursing workforce are ethical leaders in so far as they demonstrate a commitment to ethical practice in their everyday work and act as ethical role models for others. Nurse managers are responsible for influencing their team and for acting as arbiters between organisational and professional values. Nurse educators are role models and ethical leaders as they ensure that the explicit and hidden curriculum demonstrate a commitment to professional values. Nurses who assume political roles have an obligation to lead on ethical agenda compatible with the values of nursing.Educating for ethical leadershipAnn Gallagher, Verena Tschudin10.1016/j.nedt.2009.11.003Nurse Education Today 30, 3 (2010)2009-12-16Nurse Education Today2009-12-16303S0260-6917(10)X0003-X224227http://www.nurseeducationtoday.com/article/PIIS0260691709002056/abstract?rss=yesSummary: Nursing education in the US today is at crossroads. The profession has made great strides in gaining public respect and recognition for the work that nurses do. Nurses’ voices are being heard in important political debates about revolutionary changes in the problematic US health care system. Advanced practice nurses are becoming valued providers of primary care to US citizens. It is innovative educational programs and educators that have provided the foundation to help nursing use its voice and to propel the profession forward. However, nurse educators are finding that they face major challenges in keeping nursing on track to be in the forefront of health care in the future. Some of these challenges include confronting nursing and faculty shortages, eliminating inconsistent and confusing educational choices, taking responsibility for mandates to stay on the cutting edge of quality initiatives, providing excellent clinical experiences for students and being willing to step out of old comfort zones to engage in designing imaginative and innovative ways to educate nurses in the future. Nurse educators must be successful in turning these challenges into opportunities if nursing is to command a key role in an evolving US health care system.A United States perspective on the challenges in nursing educationKaren L. Rich, Katherine E. Nugent10.1016/j.nedt.2009.10.015Nurse Education Today 30, 3 (2010)2009-11-23Nurse Education Today2009-11-23303S0260-6917(10)X0003-X228232http://www.nurseeducationtoday.com/article/PIIS0260691709002160/abstract?rss=yesSummary: In Europe, there have been reforms in nursing education during last years and many political papers have been published. The reforms have given need for harmonising nursing education. In spite of that, there are differences in nursing education system in Europe. In this paper, we describe some main policy papers in the field of nursing education and identify selected future challenges. These challenges have been named for developing cross-cultural collaboration, clinical learning environment, role of patients and teacher education.Future challenges for nursing education – A European perspectiveLeena Salminen, Minna Stolt, Mikko Saarikoski, Arja Suikkala, Heli Vaartio, Helena Leino-Kilpi10.1016/j.nedt.2009.11.004Nurse Education Today 30, 3 (2010)2009-12-14Nurse Education Today2009-12-14303S0260-6917(10)X0003-X233238http://www.nurseeducationtoday.com/article/PIIS0260691709002032/abstract?rss=yesSummary: The significant policy changes in UK health care over the past decade have led to a consequent shift in the delivery of nurse education to ensure the development and sustainability of a knowledgeable nursing workforce. One of the most recent, radical and important initiatives is Modernising Nursing Careers, which outlined four key priority areas for nursing, all of which have implications for nurse education. In light of this initiative, we explore the extent to which the modernisation of nursing careers is rhetoric or reality for UK nurse education – we are on the precipice of great change. To facilitate this, we move chronologically through the issues of recruitment and access; pre-registration preparation; and post-qualification education and careers. In discussing these issues, we demonstrate that more changes are needed to produce nurses who are flexible, visionary and prepared to take risks. We suggest that vision, leadership and strong realignment with health priorities are needed to bring nurse education to a point where nurses are truly prepared for the demands of a 21st century health service.On the precipice of great things: The current state of UK nurse educationJulie Taylor, Fiona Irvine, Caroline Bradbury-Jones, Hugh McKenna10.1016/j.nedt.2009.10.013Nurse Education Today 30, 3 (2010)2009-11-20Nurse Education Today2009-11-20303S0260-6917(10)X0003-X239244http://www.nurseeducationtoday.com/article/PIIS0260691709002044/abstract?rss=yesSummary: Approaches to the longstanding challenges of ‘integrating’ subject-based and work-based knowledge have typically focused on questions of how learning can be ‘transferred’ from one setting to another, relating the assumed ‘abstract’ nature of theory to the assumed ‘real’ nature of practice. This is often seen as a single movement as encapsulated in the term ‘from theory to practice’. The authors have developed a fresh approach that concentrates on different forms of knowledge and the ways in which these are contextualised and ‘re-contextualised’ in movements between different sites of learning in colleges and workplaces. While the research has been carried out in a range of professional fields outside nursing, the arguments put forward by the authors are relevant to continuing debates within nursing around the theory–practice gap. The aim has been to explore how the subject-based and work-based aspects of a curriculum or learning programme can articulate with one another more effectively. The potential of the ‘re-contextualisation’ approach for nurse education is outlined, with a view to further research. The original research was sponsored by the London Chamber of Commerce and Industry Commercial Education Trust and the Economic and Social Research Council Teaching and Learning Research Programme.Putting knowledge to work: A new approachKaren Evans, David Guile, Judy Harris, Helen Allan10.1016/j.nedt.2009.10.014Nurse Education Today 30, 3 (2010)2009-12-07Nurse Education Today2009-12-07303S0260-6917(10)X0003-X245251http://www.nurseeducationtoday.com/article/PIIS0260691709002378/abstract?rss=yesSummary: This paper discusses a leadership program implemented in the School of Nursing at Edith Cowan University to develop leadership in fourth semester nursing students enrolled in a three year undergraduate nursing degree to prepare them for the dynamic ‘changing world’ environment of healthcare. Students were invited to apply to undertake the program in extracurricular time. Nineteen students applied to the program and ten were chosen to participate in the program. The numbers were limited to ten to equal selected industry leader mentors.The leadership program is based on the belief that leadership is a function of knowing oneself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize one’s own potential. It is asserted that within the complexity of health care it is vital that nurses enter the clinical setting with leadership capabilities because graduate nurses must take the lead to act autonomously, make decisions at the point of service, and develop a professional vision that fits with organizational and professional goals Thus, the more practice students have with leadership skills, the more prepared they will be to enter the workforce.The program consists of three components: leadership knowledge, leadership skills and leadership-in-action. The leadership program focuses on the student-participant’s ability to be self reflective on personal leadership qualities, critically appraise, and work within a team as well as to take responsibility for ensuring the achievement of team goals as leader. The program is practical and is reliant on the involvement of leader mentors who hold positions of leadership with the health industry in Western Australia.Students completed a pre and post program questionnaire related to abilities and skills in leadership. This paper discusses pre and post evaluation data against program outcomes. The findings demonstrate that participants of the program increased their ability to influence, persuade and motivate others; to effectively communicate; to team build and work collaboratively; to develop problem solving and perseverance skills to overcome obstacles; and to serve as agents for positive change.A leadership program in an undergraduate nursing course in Western Australia: Building leaders in our midstJoyce M. Hendricks, Vicki C. Cope, Maureen Harris10.1016/j.nedt.2009.12.007Nurse Education Today 30, 3 (2010)2010-01-25Nurse Education Today2010-01-25303S0260-6917(10)X0003-X252257http://www.nurseeducationtoday.com/article/PIIS0260691709001853/abstract?rss=yesSummary: This paper demonstrates the processes of designing a nursing curriculum that integrates health care and educational reforms, regulatory requirements and the needs of a modern nursing workforce. In particular, the paper illustrates the application of a curriculum design process. In 2008, the School of Nursing and Midwifery at the University of South Australia completed the challenging task of designing and implementing a Bachelor of Nursing curriculum to ensure that nursing graduates meet projected health care delivery needs within the Australian context. Creating an educational experience necessary to support Graduates to attend to priorities associated with the projected Australian health demographic was challenging. Through the use of integrating themes, domains of nursing practice and attention to the health care needs and priorities of the population, the curriculum has been designed to produce nurses with the knowledge, understanding and skills necessary to contribute to new and innovative health care delivery in Australia.Creating a 21st century nursing work force: Designing a Bachelor of Nursing program in response to the health reform agendaKate Andre, Lynne Barnes10.1016/j.nedt.2009.09.011Nurse Education Today 30, 3 (2010)2009-11-27Nurse Education Today2009-11-27303S0260-6917(10)X0003-X258263http://www.nurseeducationtoday.com/article/PIIS0260691709001725/abstract?rss=yesSummary: Students taking programmes of study leading to registration as a nurse or other health and social care professional, must be assessed in practice to ensure that they are competent in a range of skills. As practice placements become more difficult to source, the use of inter-professional assessment is becoming an increasingly important facet of assessment for students in health and social care. This paper describes an innovate collaborative project across 5 Higher Education Institutions and 16 professional groups to develop maps to assess communication, team working and ethical practice, three essential competences for all health professionals. The process used to develop each competency map is detailed along with discussion of the consultation process with professional statutory and regulatory bodies, practice based and academic staff and service users and carers. The completed project is evidence of successful multi-institutional and inter-professional working to develop assessment processes which accurately and fairly measure capabilities to help students develop into proficient and effective practitioners.Identifying common competences in health and social care: An example of multi-institutional and inter-professional workingJanet Holt, Catherine Coates, Diane Cotterill, Sara Eastburn, Julie Laxton, Helen Mistry, Carol Young10.1016/j.nedt.2009.09.006Nurse Education Today 30, 3 (2010)2009-10-16Nurse Education Today2009-10-16303S0260-6917(10)X0003-X264270http://www.nurseeducationtoday.com/article/PIIS0260691709002482/abstract?rss=yesSummary: The University of Surrey is developing the idea of a life-wide education. The intention is to develop a not for credit personal and professional development award through which a student’s life-wide learning enterprise can be encouraged, supported, valued and publicly recognised. This paper is not intended to be a research study proving that life-wide learning is a valid concept for higher education. Rather, its intention is to stimulate thinking about a set of pedagogic ideas that may add value to our current higher education paradigm and to provide some supporting evidence of student engagement with these ideas. The initial scoping exercise surveyed 40 student nurses, midwives and operating department practitioners (ODP) to discover what they did outside their programme of study that they believe added value to their personal and professional development. The survey established that students have encountered a wide range of experiences in their lives that have impacted on their personal and professional development and strong vocational motivations have often been triggered by personal life experiences. A majority of the students surveyed indicated that they would be interested in gaining some form of university recognition for the personal development they have gained through wider life experiences if the opportunity was made available to them.Adding value to the education of nurses, midwives and operating department practitioners through a ‘life-wide’ curriculumNorman Jackson, Claire Fellows, Jane Leng10.1016/j.nedt.2009.12.016Nurse Education Today 30, 3 (2010)2010-01-29Nurse Education Today2010-01-29303S0260-6917(10)X0003-X271275