The knowledge and skills of pre-registration masters' and diploma qualified nurses: A preceptor perspective.

The role of nurse preceptor in the UK functions to support and nurture newly qualified staff during transition to accountable practitioners. Transition is a stressful time for all new staff, whether diplomates or graduates. Preceptors are in a prime position to assess the competence and confidence of new staff, and observe their fitness for practice.

Lecturers' and students' perceptions of portfolios in an English School of Nursing.

Aims: This study was aimed at comparing perceptions of portfolios between student nurses at the early and latter stages of their training and how they compare with their lecturers' perceptions.

Background: Portfolios are used widely in nurse education. There has been research into how portfolios are perceived and understood, but there is little evidence into how student nurses and lecturers compare quantitatively in perceptions of portfolio use.

Early nursing career experience for 1994-2000 graduates from the University of Nottingham.

Aim: This paper reports the views of nurses graduating from the University of Nottingham School of Nursing, UK, 1994-2000, Bachelor of Nursing (Hons) course, concerning career aspirations, progress and reflections on their qualification.

Background: Alongside academic knowledge and practical skills, this four-year Bachelor of Nursing course aimed to develop students' critical thinking and research skills. The degree's effect on nurses' career trajectories is unknown.

Student nurses' knowledge, skills and attitudes towards the use of portfolios in a school of nursing.

Aims: The aims of this study are to examine the knowledge, skills and attitudes of student nurses about the value and purpose of portfolios and their relevance for professional development.

Background: Portfolios have become an integral aspect of student centred learning within nursing. The literature is generally positive about the benefits of portfolios but questions remain about their effective implementation.

Predictors of academic success in a Bachelor of Nursing course.

A longitudinal study of one Bachelor of Nursing course (n=181) was carried out to determine the relationship between academic outcomes and pre-entry qualifications and to discuss the progress and success of students with conventional and non-conventional qualifications. A multi-linear regression analysis was used to determine which pre-entry qualification best explained the variation in the course marks. Results identified that the number of GCSE A grades obtained significantly predicted success on the BN course.