This paper considers the career patterns of the graduates of the University of Wales College of Medicine Bachelor of Nursing course. The 4-year course commenced in 1972 and has now seen 11 years of graduates. A longitudinal questionnaire survey has been administered annually to graduates of the course to ascertain information relating to the posts held and qualifications gained by graduates, which is the focus of this paper. The questionnaire also elicits graduates' perceptions of the value of aspects of the degree course to posts held, and the reaction of colleagues to the fact that they are nurse graduates. The results of the follow-up are presented to show the posts held by graduates at four time intervals; 6 months, 2 years and 5 years following graduation, and all graduates at the 1986 follow-up. The numbers of those who have obtained various post-registration qualifications are also presented. The findings support those of other follow-up studies of nurse graduates and diplomats. The graduates largely entered nursing or related posts, with the majority remaining in clinical-based posts as opposed to teaching and administration. The findings lead to further questions regarding the role and function of the nursing graduate. Further study is currently in progress to compare various elements of the practice style of Bachelor of Nursing graduates with non-graduate nurses.
This paper considers the issue of utilizing research findings in nursing practice. It covers the justification for utilizing research in practice, and whether research is actually implemented. Previous studies focusing upon the process of utilizing research are analysed, and consideration is given to how research should be evaluated and implemented and the factors affecting this. The literature reviewed demonstrates that the implementation of research in clinical practice is a complex operation. Attempts to achieve research-based practice need to be well thought through and organized, with those involved at all levels being interested and committed to its success.
This small scale survey is one aspect of a larger study of the progress and function of graduates of a nursing degree course. There is very little current literature regarding the views of senior nurses on the role and function of graduate nurses. The aim of this study was not to survey all senior nurses, but to obtain the views of senior nurses in the areas where graduates included in the main study were working. A descriptive survey approach was taken using postal questionnaires to ascertain views on the role and function of graduate nurses. Six chief nurses and 11 directors of nursing and midwifery services returned the questionnaires. The results showed varied views on whether graduates should and do function differently to traditionally trained nurses and interesting comments were made in relation to this. The implications of the study are important, since the views of senior nurses are likely to influence the posts held by graduates and the way they function within those posts, and there is a need for a more in-depth study of this area.
This paper reviews some of the literature comparing the graduates or 'end-products' of two or more nurse education programmes. The main focus of the paper is how graduate and non-graduate nurses may be compared. Since the amount of literature in this field in the United Kingdom is limited, much of that reviewed is from the USA. The paper demonstrates that there are many problems associated with evaluating the 'end-products' of nurse education programmes, particularly when quantitative approaches are taken. It appears that future work may benefit from a more qualitative approach.
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