The relationship between nursing and higher education

Abstract

The paper explores the relationship between nursing and higher education with particular reference to the development of nursing degree programmes in the United Kingdom. The literature reveals that the contribution of nurse graduates to the profession has been examined to a limited extent: however, this has predominantly taken the form of follow-up studies, the majority of which were conducted in the 1980s. No empirically based work could be found which explores graduates' practice of nursing, the absence of which is significant in view of the more recent change in the conventional training programme, Project 2000, and the introduction of a number of 3-year nursing degree courses.

Becoming a professional: What is the influence of registered nurses on nursing students' learning in the clinical environment?

“…Aligned to the shift towards a greater competence focus in nursing courses was the long standing and on-going debate on how to effectively assess clinical competence to assure that newly qualified nurses had the appropriate knowledge, skills and attitudes to provide effective nursing care (Fitzpatrick et al, 1993, Girot, 1993a, Bradshaw, 1997, Bradshaw, 1998, Chambers, 1998, Nicol and Freeth, 1998, Bartlett et al, 2000, Bradshaw, 2000a.…”

“…While the debate and contrasting positions between Bradshaw (2000) and Kitson (2001) is now 10 years old, It has been argued that previously and currently, nursing students lack sound clinical skills and are passing courses without the required abilities (Fitzpatrick et al, 1993, Girot, 1993a, Bradshaw, 2000a. There is a significant risk that mentors will continue to view the clinical environment as just that, a working environment failing to recognise the need to also view the clinical environment as a learning environment if alternative approaches to learning are not promoted (Newton et al, 2009).…”

Students’ expectations of postregistration degree programmes

“…Links between nursing and higher education have developed slowly in the United Kingdom (UK), a situation that has arisen largely through the resistance of the profession to changes in the conventional, apprentice‐style preparation, with its emphasis on practical performance rather than academic content (Fitzpatrick et al . 1993).…”

“…1993). Nevertheless, Fitzpatrick et al . (1993) have been able to trace an increasing demand for ‘degree‐linked’ schemes throughout the 1970s, culminating in the expansion of undergraduate nursing programmes throughout the 1980s and early 1990s.…”

The integration of nursing and midwifery education within higher education: implications for teachers — a qualitative research study

“…There is research that has examined the effects of integration with higher education on the teachers of nursing and midwifery, reviewing their role both old and new ( Akinsanya 1990, Birchenall 1991, Gallego & Walter 1991, Gerrish 1992, Crotty 1993, Hardiman 1993, Fitzpatrick & While 1993). The role of the nurse and midwifery teacher was, and is, a complex one that is difficult to adequately define.…”