Degree vs diploma education: increased value to practice

Abstract

Graduate education for nursing and midwifery has been debated for some years, with current opinion in favour of at least an increase in degree provision (Nursing and Midwifery Council (NMC), 1999). The professions as well as consumers and purchasers of nursing and midwifery education need to be sure, however, that they are getting "added value" with the graduate practitioner. Educationalists identify "critical thinking" as the level that distinguishes diploma from graduate preparation. This article intends to clarify whether academic achievements are restricted to the theoretical aspects of the award or whether a degree adds value to clinical practice. The study design was an experimental case-control cross-sectional survey carried out on samples of nursing and midwifery graduates and diplomates. The graduates were grouped as experimental cases, while the diplomates were controls. A measurement tool of 42 items covering a range of attributes and skills was employed in the study to provide a rating score for individual samples. Statistical analysis was carried out and showed that the scores from graduates were significantly different from the diplomates, indicating that there are genuine differences between the graduates and diplomates. Furthermore, from discriminant analysis of item scores, it appeared that the graduates' overall item scores were higher than the diplomates as indicated by the centroid of the functions being positive for the graduates and negative for the diplomats. The evidence from this study seems to support current thinking that a degree adds value to practice.

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

“…A considerable debate exists in the academic, professional and other media about the pros and cons of degree level entry to nursing for the profession and for patients (Aiken et al. 2003, Swindells & Willmott 2003, The Sunday Times 2004). There is compelling recent evidence in the UK of the positive outcomes of graduate level nursing.…”

“…There is compelling recent evidence in the UK of the positive outcomes of graduate level nursing. Swindells and Willmott's (2003) study comparing diplomates and graduates indicates that a degree adds value to practice in terms of graduates’ cognitive ability, reflective practice ability and professional practice. Evidence from the USA (Aiken et al.…”

Nurses Are What Nurses Do—Are You Where You Want to Be?

“…It also is associated with the integration and application of independent and critical‐thinking skills. Critical thinking is a purposeful activity in which problem‐solving is initiated and judgments are made 25 , 26 . A specialized knowledge base from which the practitioner can draw is necessary.…”

Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses

“…The necessity of graduate education for nursing and midwifery has therefore also been debated (Swindells & Willmott, 2003) and an all-graduate profession has been considered and recommended (Beach, 2002). Contrary to Beachs' viewpoint, many stakeholders are of the opinion that all cadres of nurses are needed in the profession.…”