Usmg individual and group reflection m and on assessment as a tool for effective learmngThis paper outlines the background to the current United Kingdom educational scene for post-registration nurse education, highlighting the influence of the Enghsh National Board (ENB) framework and higher award The study reported was undertaken with the help of two student cohorts who were registered consecutively on a 6 month ENB course at diploma level Formal reflection usmg both mdividual written and group discussion was introduced focusing on the two summative course assessments This kind of formal reflection was seen as a learning strategy to influence positively students' educational outcomes and professional practice via six key factors (a) academic self-concept, (b) task awareness, (c) views of knowledge, (d) the influence of knowledge on behaviour, (e) wnting as a learning activity, and (f) generating knowledge by reflecting in and on assessment with discussion The findings, reported under the SIX factor-headings, fully support the use of reflection m this way for these purposes (Accreditabon of Prior Learning) and APEL (Accreditabon of Prior Expenenbal Learning) were part of this movement Over the last few years, post-registrabon educabon for to encourage and to support the life-long learning of nurses has undergone considerable change in the Umted nurses Kmgdom (UK) This is largely m response (a) to meetingThe development of a coherent and comprehensive the needs of patients, clients and the health services, and 'open' framework for post-registration educabon and (h) to mamtammg and enhancing standards of educabon practice has increased both the number and the diversity and pracbce (UKCC 1990) m lnibal educabon and of nurses who have returned to formal study, as Bailey throughout the professional lives of nurses Opportumties (1992 p 983) points out, 'open' learning attracts 'newly for study were greatly mcreased when the English Nabonal participabng groups, hitherto prevented by personal conBoard for Nursmg, Midwifery and Health Visibng (ENB) stramts or by socialisabon and cultural factors from mtroduced the higher award m 1992 Credit Accumulabon entering further and higher educabon' Nurses on each and and Transfer Schemes (CATS), which mcluded APL every course show great variety m age, trainmg/education and quahficabon as well as m the parbculars of their work-" , ,." r, ^rc.i. , e u I t place, their pabents and clients All of these differences Correspondence Lynda Rogers University of Southampton School of fioi-^, v" f Nursmg and Midmfery, South Academic Block Southampton General affect what nurses bnng to any course (Coutts-Jarman
The delivery of nursing care should be based on meeting patients' individual needs. This article presents the findings of a small-scale study which explored the feelings that people express regarding the care they would like and receive from nurses.
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