TY - JOUR
T1 - The future of nurse education : imagining the art of the possible
T2 - The Future of Nurse Education
AU - Leigh, JA
AU - Roberts, D
PY - 2020/9/10
Y1 - 2020/9/10
N2 - Thinking about the pipeline for registered nurses and the transition of students to registered nurse: what if we were to create a perfect nurse education curriculum- something that we feel is currently elusive!? What if HEI?s and their healthcare partners were not constrained by student fees and capped numbers; securing practice learning opportunities for first- and second-year students, what could we do with nurse education? Yes, we would have to take risks, let?s just think about what might be possible if we were able to be bold and brave with our curriculum design. We are clear that we are advocates of graduate nurses of whom are critical thinkers and that during their pre-registration nursing programme, students are provided with the quality nursing curriculum and practice learning experience. In this paper, we will not be debating the issue of work contracts, paid learning experiences, student rights or the debate around if low paid on the job nursing students training will take the profession backwards. Others such as Leary (2020) provide this discussion. Instead we offer our thoughts around the future curriculum possibilities, and we welcome further discussion on the issues and recommendations that we make, for example have a clear vision for nursing -be bold about the role of the nurse and be clear about the future of nursing.
AB - Thinking about the pipeline for registered nurses and the transition of students to registered nurse: what if we were to create a perfect nurse education curriculum- something that we feel is currently elusive!? What if HEI?s and their healthcare partners were not constrained by student fees and capped numbers; securing practice learning opportunities for first- and second-year students, what could we do with nurse education? Yes, we would have to take risks, let?s just think about what might be possible if we were able to be bold and brave with our curriculum design. We are clear that we are advocates of graduate nurses of whom are critical thinkers and that during their pre-registration nursing programme, students are provided with the quality nursing curriculum and practice learning experience. In this paper, we will not be debating the issue of work contracts, paid learning experiences, student rights or the debate around if low paid on the job nursing students training will take the profession backwards. Others such as Leary (2020) provide this discussion. Instead we offer our thoughts around the future curriculum possibilities, and we welcome further discussion on the issues and recommendations that we make, for example have a clear vision for nursing -be bold about the role of the nurse and be clear about the future of nursing.
U2 - 10.12968/bjon.2020.29.16.968
DO - 10.12968/bjon.2020.29.16.968
M3 - Article (journal)
SN - 0966-0461
VL - 29
SP - 968
EP - 970
JO - British Journal of Nursing
JF - British Journal of Nursing
IS - 16
ER -