In October 1994 nurse prescribing was launched for the first time in Britain in eight community demonstration sites. Using nurse prescribing as an illustration, this paper aims to explore the regulation of nursing and the influence of medicine on the expansion of the nurse's role. Arguing that professional development and regulation must be understood within the context of state control, the paper questions whether nurse prescribing represents a genuine development in nursing roles or is merely an act of tacit delegation by a medical profession which is itself subject to loss of autonomy. Recognising historical renegotiation in divisions of health-care labour, sections on the introduction of nurse prescribing; changing professional boundaries; and regulation in nursing, medicine and pharmacy, are used to critique nurse prescribing as an example of growing nursing professionalisation.
PurposeThe purpose of this paper is to discuss the need for continuing professional development for librarians in academic libraries in general and at Rhodes University Library, South Africa, in particular. It aims to describe the planning, design, implementation and evaluation of a staff‐development and training pilot programme for professional librarians at Rhodes Library.Design/methodology/approachA group of 15 librarians, drawn from the library staff complement, participated in an eight‐session training course developed by information services librarians. The course, which covered basic information‐finding skills using a variety of research databases and offered an introduction to concepts in twenty‐first century academic librarianship, was presented using course management software in a face‐to‐face environment and required homework exercises and the completion of a two‐hour final test.FindingsResults of the project demonstrated the urgent need for such development programmes for professional library staff. Of the participants, 80 per cent completed the course. The final test results indicated below average database search skills and an inability to think laterally. An unexpected finding was a lack of IT competencies. Important lessons were learned with regard to course‐construction, content and timing.Originality/valueThe paper illustrates that, by testing a variety of competencies expected of professional academic librarians, this programme provided invaluable data and guidelines on which further continuing staff development courses could be based.
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