How can we compare graduate and non‐graduate nurses? A review of the literature

Over the past decade, pre- and post-registration education for nurses and midwives in the United Kingdom has undergone major change, creating an atmosphere where continuing professional development is a matter of priority for individual health care staff. Against this context of change, and as part of a larger study of continuing education and training in the National Health Service, a cohort of participants in a part-time health studies degree course were interviewed using a semi-structured schedule. Twenty-nine nurses, midwives and allied professional staff described their motives for participation in the course and its effects on their professional and personal lives. Data collected in interviews were analysed using qualitative methods and revealed that participation was encouraged by both professional and personal factors. For many staff participation was prompted by negative feelings about themselves and their professional status. Participation in the course was associated with (largely negative) changes in home and family life and most participants faced additional financial burdens. The findings of the study have implications for policy relating to the funding of continual professional education for nurses and other health care staff. Health care staff are receiving mixed messages about continuing education from policy makers and employers. Dependence on willingness and ability to pay for post-registration degree-level studies is unlikely to be an efficient or equitable means of ensuring lifelong learning for healthcare staff.

Section: Discussionmentioning

confidence: 99%

Motivational forces affecting participation in post‐registration degree courses and effects on home and work life: a qualitative study

Dowswell

Hewison

Hinds

1998

“…The expectations of nurses and their career advancement is not necessarily linked to educational achievement but dependent upon experience (Schank & Stollenwerk 1988, Bircumshaw 1989a). Nevertheless, there has been an expectation that degree students should have a wider knowledge base and capabilities (Reid et al .…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring the socialization of graduate and diplomate nurses using the Corwin Role Orientation Scale

Taylor

Westcott

Bartlett

2001

Measuring the socialization of graduate and diplomate nurses using the Corwin Role Orientation Scale The nature of United Kingdom (UK) nursing education has changed signi®cantly as the responsibility has been transferred from hospitals to the University sector. More information is needed on the outcome of the Project 2000 diploma and degree courses given the rapidly changing health care context. This paper focuses on the role socialization of graduate and diploma nurses. As part of a larger study, this research investigated the role orientations of 52 nursing graduates and 28 diplomates from two different universities at three time points; on graduation and at 6 and 12 months postgraduation. The Corwin Role Orientation Scale was selected and modi®ed for the study. It comprised of three separate scales measuring professional, bureaucratic and service orientation. The data from the two groups of nurses were examined to identify nurses' ideal role orientations and role discrepancies over the transitionary period from graduate to quali®ed nurse. Although the results showed observed differences between the groups over time, none of these differences were statistically signi®cant. The ®ndings raise a number of questions about the value of the instrument as a measure in the contemporary nursing context. Furthermore, each of the Corwin subscales had a low internal reliability. A possible explanation may be that the instrument, which was developed in the United States of America (USA) in the 1960s, and modi®ed, for this study, has little relevance for contemporary UK nursing. The study ®ndings are also limited by the small size of the sample. In spite of these limitations, the study suggests there are few differences between the role orientations and socialization experiences of UK nursing graduates and diplomates. Indeed, both programmes commonly take place in university settings and students receive the same amount of clinical experience. Further instrument development and exploratory research is recommended to identify the role socialization and orientations of UK nurses through larger national studies.

“…The role of the graduate nurse has been determmed to some extent by the abibty of the graduate mdividually and by the percephon of those woriang with the graduate It has been reported that manager seem to adopt one of two posihons m relation to graduate nurses (Bircumsbaw 1989, English National Board 1989 either managers employ graduate nurses m positions similar to those of other tramed nurses, but consider that graduate nurses should funchon differently m terms of research utilization and dehvery of care, or managers believe that graduate nurses should concentrate on research, management and teachmg rather than hands-on care Undergraduate nursmg degrees generally aim to provide a research-based and theoretically sound chmcal nurse Kramer (1981) has suggested that undergraduate nursing prepares graduates to work in five specific roles, the care-giver, the beginnmg manager or leader, the health promoter, the teacher or counsellor and the health screener The results of previous undergraduate nursmg surveys would seem to reinforce this view generally. However, Smdair (1987) reported on Edmburgh's nursmg graduates, using longitudinal data, that few entered senior management posts Attempts to compare graduate and non-graduate nurses have concluded that currently there is msuffiaent documentahon to aUow such an evaluahon to take place (Bircumshaw 1989) It can also be argued that, so far, the limitmg of university nursmg places has meant that a cntical mass of graduate nurses has yet to be establisbed…”

Section: The Role Of the Graduate Nursementioning

confidence: 99%

A follow‐up study of the Bachelor of Nursing graduates 1982–90, University of Glasgow, Scotland

Smith

1993

In 1992 a follow-up study of the 214 graduates of the Bachelor of Nursing degree, University of Glasgow, was conducted. There was an adjusted response rate of 67.05%. Overall, this study provides continuing support for the findings from earlier surveys which demonstrated that graduate nurses continue to work in the clinical field, that undergraduate nursing does not necessarily provide career acceleration, and that midwifery is the most sought-after additional qualification. More of Glasgow's graduate nurses are to be found working in high dependency units than would appear to be the case from other surveys on degree nursing courses. Glasgow's graduate nurses hold an ethos which values university education and life.