Work-based learning: making a difference in practice.

Nurses play an increasingly crucial role in ensuring that patients receive the best possible care, and strive to lead innovations in health care. Changing practice is not easy and many nurses do not have the leadership skills or confidence to push for change. Therefore, they need to know that they are supported and encouraged to bring about change in nursing practice.

Developing a learing culture.

A KEY ELEMENT to retaining and recruiting a nursing workforce is making sure that nurses are empowered to develop their practice and that they know their managers and other health professionals value their work. Although patients and relatives may well be effusive in their thanks to nurses, which in itself is an important aspect for job satisfaction, it is not enough.

Fit for purpose: does specialist community nurse education prepare nurses for practice?

This paper sets out to explore the experience of newly qualified community nurses, one year on in practice, and to establish if the specialist course prepares them for the reality of practice. It presents a piece of action research evaluating the education process for community nurses through a series of cycles of self-reflection which lead to recommendations for both policy and curriculum changes. Our findings show that community nurses are very positive about their new roles and their work with clients and patients, that they are able to use their newly acquired analytical skills in their practice, but felt inadequately prepared for the reality of practice.

How students experience professional socialisation.

The question of how a nurse becomes socialised into the nursing profession remains of critical importance. An exploration of the literature relating to professional socialisation reveals a shift from the notion that it is a reactive process, to proactive. Our research explores this issue from a personal constructivist perspective using the repertory grid technique.

Shared learning for primary health care teams: a success story.

This paper sets out an educational model for shared learning for professionals working in primary health care teams (PHCTs). It presents an outline of an experiential educational programme using a simulated learning exercise based on a genogram. Multidisciplinary programmes are inherently problematic and tend to be ad hoc in their choice of educational theory.

Designing an integrated curriculum with a common core for an inter-disciplinary course in community nursing.

This paper presents a curriculum model for inter-disciplinary courses in community nursing. The concern that the development of these courses could produce a generic nurse, resulting in the loss of specialist skills and knowledge from nurse practice is addressed. The argument is made, that by examining the field of practice and the field of study of the various nurse groups, it is possible to design a curriculum which will ensure that what is distinct and special for each nurse group can be maintained, developed and extended, within an inter-disciplinary course.

The way forward for school nurse training.

This article explores developments in school nursing and the associated demand for a change in qualifying courses. The apparent reluctance of those involved in the education and preparation of school nurses to implement change is discussed, and the author presents the case for the recognition of school nurse community practice teachers (CPTs). An action plan that should bring pressure to bear on the English National Board and educational institutions is outlined as a way in which experienced school nurses can gain a CPT qualification.