Models of initial training and pathways to registration: a selective review of policy in professional regulation

Fealy, Gerard; Carney, Marie; Drennan, Jonathan; Treacy, Margaret; Burke, Jacqueline; O'connell, Dympna; Howley, Breeda; Clancy, Alison; McHugh, Áine; Patton, Declan; Sheerin, Fintan

doi:10.1111/j.1365-2834.2009.01031.x

Cited by 14 publications

(20 citation statements)

References 17 publications

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“…Although no studies were identified that linked elements of quality PSE to intermediate outcomes such as implementing life-saving practices and demonstrating professional behaviours, many high-quality studies do examine these outcomes in the context of continuing professional education [60-63]. …”

Section: Resultsmentioning

confidence: 99%

An integrative review and evidence-based conceptual model of the essential components of pre-service education

Johnson¹,

Fogarty²,

Fullerton³

et al. 2013

Hum Resour Health

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BackgroundWith decreasing global resources, a pervasive critical shortage of skilled health workers, and a growing disease burden in many countries, the need to maximize the effectiveness and efficiency of pre-service education in low-and middle-income countries has never been greater.MethodsWe performed an integrative review of the literature to analyse factors contributing to quality pre-service education and created a conceptual model that shows the links between essential elements of quality pre-service education and desired outcomes.ResultsThe literature contains a rich discussion of factors that contribute to quality pre-service education, including the following: (1) targeted recruitment of qualified students from rural and low-resource settings appears to be a particularly effective strategy for retaining students in vulnerable communities after graduation; (2) evidence supports a competency-based curriculum, but there is no clear evidence supporting specific curricular models such as problem-based learning; (3) the health workforce must be well prepared to address national health priorities; (4) the role of the preceptor and preceptors’ skills in clinical teaching, identifying student learning needs, assessing student learning, and prioritizing and time management are particularly important; (5) modern, Internet-enabled medical libraries, skills and simulation laboratories, and computer laboratories to support computer-aided instruction are elements of infrastructure meriting strong consideration; and (6) all students must receive sufficient clinical practice opportunities in high-quality clinical learning environments in order to graduate with the competencies required for effective practice. Few studies make a link between PSE and impact on the health system. Nevertheless, it is logical that the production of a trained and competent staff through high-quality pre-service education and continuing professional development activities is the foundation required to achieve the desired health outcomes. Professional regulation, deployment practices, workplace environment upon graduation and other service delivery contextual factors were analysed as influencing factors that affect educational outcomes and health impact.ConclusionsOur model for pre-service education reflects the investments that must be made by countries into programmes capable of leading to graduates who are competent for the health occupations and professions at the time of their entry into the workforce.

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Section: Resultsmentioning

confidence: 99%

An integrative review and evidence-based conceptual model of the essential components of pre-service education

Johnson¹,

Fogarty²,

Fullerton³

et al. 2013

Hum Resour Health

View full text Add to dashboard Cite

show abstract

“…They concluded that the equivalence of role, education, or practice standards cannot be assumed from the title of registered nurse. A more focused approach in a systematic documentary evaluation of five Western countries in relation to regulation found no single uniform system of routes of entry to the profession, nor consensus on an optimal model for initial training (Fealy et al, 2009).…”

mentioning

confidence: 99%

Genetics‐Genomics Competencies and Nursing Regulation

Kirk

Calzone

Arimori

et al. 2011

J of Nursing Scholarship

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Safe and effective nursing practice must incorporate the needs of those with, at risk for, or susceptible to genetic-genomic conditions, as well as those who might benefit from the application of genomic technologies in the diagnosis and management of common conditions such as cancer and heart disease. The scope of such practice can be articulated though competence statements. Professional regulation defines the standard of competence that practicing nurses should demonstrate at initial registration and licensure.

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“…The identified papers highlighted how the history of licensure has always been connected to education and to the routes of entry into nursing (Fealy et al. ; Lloyd Jones ), often standardizing credentialing through systems of licensing, accreditation, certification (While ). Regulation and equivalency of nursing education was a major historical issue, and it still represents a current challenge.…”

Section: Resultsmentioning

confidence: 99%

“…Fealy et al. () noted that in many countries, the nursing profession is at the point where international policies (rather than local or national policies) should guide regulations, or at the least, serve as benchmarks for growing consistency. The nursing workforce movement depends on this consistency (Fealy et al.…”

Section: Resultsmentioning

confidence: 99%

“…Common threads and needs between policy and regulation were highlighted throughout the included manuscripts, such as the need for professional regulation and policies to be flexible to accommodate changing patterns of healthcare delivery across clinical and geographic locations (Fealy et al. ) or the need of an international policy to regulate growing international nursing recruits (Solano & Rafferty ). Interestingly, none of the studies directly addressed the contextual issues that might influence regulation, such as trade and economic policies.…”

Section: Resultsmentioning

confidence: 99%

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