Understanding pre-registration nursing fitness to practise processes

Abstract

Diverse fitness to practise processes are currently in place for Scottish pre-registration nursing students. These processes draw on a shared set of principles but are couched in different terminology and vary according to their location within different university structures. Nevertheless, universities appear to be confronting broadly similar issues around ensuring fitness to practise and are building a body of expertise in this area. Examples of good practice are identified and include the use of staged processes and graduated outcomes, the incorporation of teaching about fitness to practise into nursing programmes, positive attitudes around health and disability, and collaborative decision making. Areas of challenge include systems for student support and consistent, equitable, and auditable fitness to practise processes.

Fellowship exit examination in orthopaedic surgery in the commonwealth countries of Australia, UK, South Africa and Canada. Are they comparable and equivalent? A perspective on the requirements for medical migration

“…Registration with professional bodies serves several important functions, and helps to assure the registered individuals are fit to practice medicine [25]. Maintaining a contemporaneous registry of qualified doctors facilitates simultaneous control of entry to the register of recognized physicians.…”

These terrifying three words: A qualitative, mixed methods study of students' and mentors' understandings of ‘fitness to practise’

“…Subsequently, UK HEIs have developed various strategies to meet these requirements (Unsworth 2011). A study of Scottish HEIs' FtP processes identified examples of good practice in the monitoring of FtP (Haycock-Stuart et al 2014, MacLaren et al 2016, but also revealed that HEIs have encountered significant challenges around FtP, and that there are gaps in current knowledge about FtP and pre-registration nursing students, including how students and mentors understand and experience FtP processes.…”

“…There is a large policy literature relating to FtP and the regulation of health and social care practitioners, although standards, advice, and guidance on FtP for health and social care students vary as to detail and devolution to HEIs (Haycock-Stuart et al 2014, MacLaren et al 2016. In contrast, there is little empirical published research pertaining to FtP and preregistration nursing students, and literature reviews by Jomeen et al (2008) and Boak et al (2012) identify that much of the existing FtP literature consists of literature reviews and descriptive or discursive papers.…”

“…Devereux et al (2012) found widespread misunderstanding amongst preregistration students about FtP, which was connected to a fear of stigma and failure to disclose health conditions to the HEI. MacLaren et al (2016) identified that while HEIs had processes for informing students about FtP, some HEI representatives reported that students' understanding of FtP was inadequate. Anxiety surrounding FtP processes is acknowledged in the literature (Devereux et al 2012, Disability Rights Commission 2007, Ellis et al 2011, but there is little empirical data about students' understandings and experiences of FtP.…”

Iranian Nurses’ Perspective of Barriers to Patient Education in Intensive Care Unit: A Qualitative Study

“…Physicians and nurses should try to reduce the barriers using various innovative ways of education and at the end, they have to be ensured that patients have got appropriate understanding (30,31). Providing education for both patients and their families is a main responsibility of medical team members, especially nurses (30).…”