The paper discusses the findings of a survey of the career progress of graduates of certificate courses in nursing administration and education, between 1958 and 1975, at the Department of Nursing Studies, University of Edinburgh. Five sections are presented: age, sex, career patterns, educational attainments and scholarly work. Issues arising within these sections are discussed.
Psychomotor skill-learning is a basic aspect of nursing education. Students are expected to perform skills in relation to patient care. How can nursing instructors optimize skill learning and how can they analyse where a student is going wrong? The critical components of the psychomotor-skill learning process are identified and listed under the control of the instructor or the student. A checklist provides for mutual examination of the process to see if a problem area can be isolated. The article provides a review of a process which tends to become second nature to experienced nurses, but it remains one of which nursing instructors must be conscious, in order to understand why some students do not learn nursing skills easily or safely.
The question is asked, Do some nursing models present a restricting view? If so, then the type of research in nursing may be restricted also. The author examines the writings of several nurse theorists to demonstrate the development of a singular focus, the patient. This consideration is followed by an introduction of the thoughts of critics on the narrow perspective embraced by some nurses. Blind acceptance of any nursing model is questioned. The use of a model must be accompanied by discussion, exploration and adaptation. No one model provides a true picture for all nursing situations.
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