Nurse education today
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Nurse education today · Apr 2007
ReviewClinical risk management and patient safety education for nurses: a critique.
Nurses have a pivotal role to play in clinical risk management (CRM) and promoting patient safety in health care domains. Accordingly, nurses need to be prepared educationally to manage clinical risk effectively when delivering patient care. ⋯ In this paper, a critical discussion is advanced on the question of CRM and safety education for nurses and the need for nurse education in this area to be reviewed and systematically researched as a strategic priority, nationally and internationally. It is a key contention of this paper that without 'good' safety education research it will not be possible to ensure that the educational programs that are being offered to nurses in this area are evidence-based and designed in a manner that will enable nurses to develop the capabilities they need to respond effectively to the multifaceted and complex demands that are inherent in their ethical and professional responsibilities to promote and protect patient safety and quality care in health care domains.
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Nurse education today · Jan 2007
Comparative StudyIssues in practice based learning in nursing in the United Kingdom and the Republic of Ireland: Results from a multi professional scoping exercise.
The first year (2003-2004) of a three year nationally funded project focused on completing a scoping exercise on the nature of practice education in five selected health care professions: Dietetics, Nursing, Occupational Therapy, Physiotherapy and Radiography (). A survey questionnaire, focus groups and secondary sources were used to collect data. Profession specific contributors completed the analysis of results. ⋯ Issues included; an inadequate supply of qualified mentors; formal recognition of the mentor role; and lack of knowledge of the relative impact of the differing mentor preparation programmes. In comparing the five professions, all had statutory requirements regarding the nature of practice learning but each profession differed in how this was managed and organised. The need for formal preparation, recognition and reward for the mentor/practice educator role was recognised with collaborative working across the professions a recommendation in order to achieve national improvement in the quality of practice learning support for health care professions.
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In this paper, I reflect on what can be learned by engaging in future thinking within our discipline, and what implications the results of that thinking may have for the development of nursing education. Recognizing the marvelous diversity of perspective within our discipline with regard to what will and ought to be our future mandate, it seems reasonable to search for some grounding in what might ensure that we enter that future wisely. ⋯ Although we have always recognized that they must nurse for today with an eye on tomorrow, it is inordinately difficult to come to some agreement on how we can best bridge that gap within our educational programs and strategies. Toward this end, I draw on lessons that can be drawn from our professional history as a rich and vibrant context to propose some key issues for that future theorizing.
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The use of technology has enhanced the convenience, flexibility, and efficiency of both preparatory and continuing education. Unfortunately, academic dishonesty, including plagiarism, has shown a positive correlation with the increased use of technology in education. ⋯ Given this correlation between unethical classroom behavior and unethical clinical behavior, efforts to staunch academic dishonesty may help allay professional misconduct. A combination of high tech and low tech methods may be used to minimize unethical behaviors among students and practicing professional nurses in order to maintain the integrity of the profession.
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Nurse education today · Dec 2006
ReviewDesigning quality course management systems that foster intra-professional education.
This paper draws on the experiences of the author in designing and implementing quality course management policies and procedures for vocational and higher educational programs, both overseas and in Australia. In particular, the paper focuses on those programs of study that require practicums within the curriculum. Whether these are clinical nursing placements, physiotherapy hands-on practical blocks or teacher training instruction, there are many principles of adult education that can be applied to the design and development of course management systems that foster inter-professional education. ⋯ To guarantee that standards are kept high and learning outcomes are achievable, the management of an educational system must cover many areas of professional practice. It needs to be supported by all stakeholders in the organisation so that there is an environment of understanding, good interpersonal communication, supportive inter-group relations and an atmosphere of professionalism that is pervasive. This paper introduces a third definition to the model and suggests that intra-professional education be added to form a tripartite foundation for quality professional learning outcomes.