This study evaluates the difference in development of critical thinking across four groups of nurses at different stages of the academic process and their perception of their decision-making ability in practice. With the move of nurse education into institutes of higher education nationally, there are no empirical data in the UK to suggest that graduates practice any differently from their non-graduate colleagues. An opportunistic sample of 82 nurses, was chosen from recent admission on a pre-registration degree programme, to mature graduates, as well as a group of experienced, non-graduate practitioners. A quasi-experimental, between-subjects design was used. A series of one-way ANOVAs was used to analyse the difference in critical thinking across all four groups, employing the Watson-Glaser Critical Thinking Appraisal. Additionally, the Jenkins Clinical Decision-Making in Nursing Scale was used to determine the differences in decision-making ability in practice across three of the groups with clinical experience. Furthermore, a correlation was undertaken to determine what relationship, if any, existed between critical thinking and decision-making in practice. It was found that there was no significant difference in the critical thinking skills across all groups studied, supporting the findings of other studies in the USA, which examined the cognitive skills of students undertaking graduate programmes. However, in their practice, it was found that those exposed to the academic process were significantly better at decision-making than their non-academic colleagues. Finally, no relationship could be found between the development of critical thinking and decision-making in practice, suggesting that more work needs to be done to look carefully at both critical thinking skills and decision-making in practice and the tools used to measure these.

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Using a phenomenological approach, this study explores the different dimensions of student nurse assessment in clinical practice from the perspective of 10 experienced practitioners. Phenomenology, one of the various types of qualitative research methods, is used to discover and understand the meaning of human life experiences through an analysis of the subjects' descriptions of situations. It is therefore of particular value when addressing the questions posed in the present study: (a) what attributes characterize competence and non-competence in learner nurses, (b) how they recognize these attributes in practice, and (c) how they measure competence at different levels of preparation. Rather than provide answers, the phenomenologist explores the meaning of the language used in determining competence in practice. Through this contribution to the understanding of the notion of competence and its measurement by these experienced practitioners, it may be possible in some way to unravel the confusion that surrounds the meaning of competence represented in the literature. It is hoped that, through the discovery of the lived world of these clinicians, others may be better facilitated for and within their role as assessors in the future.

Summary· With the recent proliferation in nursing degree programmes over the last 10 years and a suggestion that nursing moves towards an all-graduate profession, the profession as well as the consumer needs to be sure that they are getting value added' with this`higher level' practitioner.· This paper revisits the debate on the meaning of competence in relation to ®tness for practice.· In particular it examines the expectations of the profession of newly registered practitioners at both diploma and degree levels of practice.· It questions whether there is a difference in their level of competence at point of registration and whether it is possible to measure it.· The paper presents a re¯ective approach to promoting ideas already emerging from the literature in relation to this measurement.· It suggests a more effective use of students' portfolios of evidence against stated learning outcomes as well as their speci®c achievements in a range of transferable skills.· A partnership approach between student, practitioner/assessor and academic could usefully share responsibilities of the assessment of competence and ultimately empower the individual for their life-long learning.

Aims and objectives. To examine current guidelines and the evidence base to illustrate the importance of nutrition, diet and lifestyle advice to support people who have survived cancer and help them integrate back into normal life, improve their quality of life and potentially improve their chance of long-term survival. Background. Cancer survivors need to know about nutrition and other lifestyle behaviour changes to help them recover and potentially reduce the risk of the same cancer recurring or a new cancer developing. From this perspective, frontline registered nurses are in a prime position to support cancer survivors who are in their care. Design. Discursive paper. Methods. On the basis of the international research evidence and a critical analysis of recent policy and practice literature, themes emerged, which illustrate the importance of nutrition, diet and lifestyle advice for cancer survivors. This paper discusses the need for more focused education and greater interprofessional working for quality care delivery. Conclusion. New professional guidance for emerging frontline nurses indicates they should be able to provide appropriate and more consistent advice on nutritional issues, physical activity and weight management, although more research is needed to understand the right mode of nutrition training. Additionally, interprofessional working needs improving as well as encouraging cancer survivors to respond. Relevance to clinical practice. High-quality nutrition education and training is required for nurses working across both the acute and primary care sectors. They require this to effectively monitor and advise patients and to know when, where and from whom they can access more specialist help. Interprofessional collaborative working across multi-centre settings (National Health Service and non-National Health Service) is key to provide the best effective care and support for cancer survivors.Key words: cancer, education, nursing practice, nutrition, practice development AimsThere is an increasing body of evidence that lifestyle interventions including a healthy diet, weight management and increased physical activity can influence the rate of cancer progression and improve overall survival (Davies et al. 2011, Pekmezi & Demark-Wahnefried 2011. When appropriate, it is important that after completing treatment, cancer survivors know how they can alter eating patterns and lifestyle behaviour and be able to follow current diet and lifestyle recommendations to help them recover, improve their quality of life and potentially reduce the risk of the same cancer recurring or a new cancer developing. However, there exist different needs and challenges with respect to educating both the public and health professionals to understand the current and evidence base of nutritional benefits and their impact on sustaining recovery. Following the ongoing plans to restructure and modernise the Health Service in the UK (Department of Health 2010a), the healthcare workforce is challenged with the need to work differen...