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Advances in contemporary nurse education (1st edn)

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Product Description

Edited by Debra Jackson and Michael Clinton

Published: Jun 2009
ISBN: 978-0-9775242-7-3
Pages: ii+216

Overview

Nurse education is being rethought as the global shortage of nurses continues and as efforts are made to prepare a sustainable nursing workforce in developed countries. Australian and New Zealand tertiary institutions are leading purposeful change aimed at improving the prestige of nursing and at preparing a world-class nursing workforce for the future. Conceptual models for nurse education informed by post-modern thinking; Evidence Based Nursing; preparation of advanced practitioners, including nurse practitioners; high fidelity simulation; innovation in education in clinical settings; interprofessional education are receiving increasing attention as faculties of nursing strive to improve standards and to facilitate change.

Whereas there is progress, there are many challenges: the status of nursing as a discipline within the academy; lack of financial and other resources; priorities that take precedence over teaching; faculty shortages; the poor image of nursing among potential students; and lack of sophistication in workforce planning are constraints on innovation and change.

Hence the need for a forum in which nurse academics, service managers, clinical nurses, students, and others can write about the advances that are taking place, the challenges that impede progress, and the strategies that are being used to create a better and brighter future for nurse education.

This collection contains a selection of papers that reflect contemporary issues and concerns facing nurse educators and academics internationally. Most importantly, these papers reveal the commitment, resourcefulness and resilience of nursing and those who teach it. What can be learned from many of these papers is that teaching and learning can be enhanced, not necessarily through the provision of more resources and expensive equipment, but through changes in attitudes, and openness to reflective practice and innovation in curriculum design, pedagogy, and development of nursing competencies.

This Special Issue may well be a catalyst for academics and educators to reflect on, debate and discuss the challenges facing nurse education.

Table of Contents

3-5
Editorial: Committing to the future
Debra Thoms
6-8
Prologue: Challenges in nurse education: A shared international perspective
Michael Clinton, Debra Jackson
9-18
Nursing's orphans: How the system of nursing education in Australia is undermining professional identity
Wendy Madsen, Margaret McAllister, Judith Godden, Jennene Greenhill, Rachel Reed
19-29
Curriculum in crisis, pedagogy in disrepair: A provocation
Kim Walker
30-41
Re-visiting scholarly community engagement in the contemporary research assessment environments of Australasian universities
Jan Duke, Cheryle Moss
42-54
Cruel Britannia: A personal critique of nursing in the United Kingdom
Roger Watson, Linda Shields
55-58
Editorial: Tilting at windmills: A look at policy and workforce drivers that influence contemporary nurse education in Australia
Wendy Cross
59-68
Key stakeholders in clinical learning and teaching in Bachelor of Nursing programs: A discussion paper
Judy Mannix, Lesley Wilkes, Lauretta Luck
69-82
Arts-based inquiry in nurse education
Briege Casey
83-91
Intergenerational reflections on doctoral supervision in nursing
Debra Jackson, Philip Darbyshire, Lauretta Luck, Kathleen Peters
92-104
Practice development: Realising active learning for sustainable change
Brendan McCormack, Jan Dewing, Liz Breslin, Ann Coyne-Nevin, Kate Kennedy, Mary Manning, lorna Peelo-Kilroe, Catherine Tobin
105-108
Editorial: The liberal nursing curriculum and the enterprise university
Keith Cash
109-122
The enduring issue of assessing nursing knowledge: Surgical nursing final examinations in Australia and New Zealand, 1905-1930
Pamela J Wood
123-132
Academic engagement and disengagement as predictors of performance in pathophysiology among nursing students
Yenna Salamonson, Sharon Andrew, Bronwyn Everett
133-146
Nursing student perceptions of community in online learning
Susan Gallagher-Lepak, Janet Reilly, Cheryl Killion
147-155
Restorative approaches to workplace bullying: Educating nurses towards shared responsibility
Marie Hutchinson
156-165
Adopting narrative pedagogy to improve the student learning experience in a regional Australian university
Margaret McAllister, Tracey John, Michelle Gray, Leonie Williams, Margaret Barnes, Janet Allan, Jennifer Rowe
166-168
Editorial: Clinical experience as the panacea!: Acknowledging the importance of theory
Brenda Happell
169-178
Examining the British PhD viva: Opening new doors or scarring for life?
Bernie Carter, Karen Whittaker
179-186
There is no health without mental health: Implementing the first mental health nursing postgraduate program in Fiji
Kim Foster, Kim Usher, Sainimere Gadai, Rusieli Taukei
187-200
Implementing interprofessional learning in clinical education: Findings from a utility-led evaluation
Jane Conway
201-210
Professional development needs of general practice nurses
Elizabeth J Halcomb, Elizabeth Meadley, Sherryn Streeter
211-214
Exemplar: Knowledge for practice: Challenges in culturally safe nursing practice
Renee Blackman
215-216
Epilogue: The value of a fourth year?
Debra Jackson, Michael Clinton

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