From apprenticeshipto academia: an adult branch programme

Gordon, M. Frances; Grundy, Maggie

doi:10.1016/s0260-6917(97)80036-6

Cited by 11 publications

(7 citation statements)

References 12 publications

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“…Research on the preceptorship model has focused on issues such as the preceptor’s commitment to their role (Dibert & Goldenberg 1995, Usher et al . 1999), the role of the faculty (Schoener & Garrett 1996, Gordon & Grundy 1997) and common meanings embedded in the preceptor model (O’Shea 1994, Nehls et al . 1997).…”

Section: Introductionmentioning

confidence: 99%

“…Research on the preceptorship model has focused on issues such as the preceptor's commitment to their role (Dibert & Goldenberg 1995, Usher et al 1999, the role of the faculty (Schoener & Garrett 1996, Gordon & Grundy 1997 and common meanings embedded in the preceptor model (O'Shea 1994, Nehls et al 1997. Other studies that have taken the student nurses' perspective have focused on what students are doing in the clinical ®eld (Polifroni et al 1995) and their learning in their relationship with the preceptor (O È hrling & Hallberg 2000a(O È hrling & Hallberg , 2000b.…”

Section: Introductionmentioning

confidence: 99%

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The meaning of preceptorship: nurses’ lived experience of being a preceptor

Öhrling

Hallberg

2001

Journal of Advanced Nursing

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The meaning of preceptorship was understood as reducing the risk of the students learning helplessness and empowering the students when learning in practice. The meaning of preceptorship highlighted the need for further preceptor support and development of the role of the preceptor. On the basis of the findings, suggestions were made to increase the preceptors' awareness of values in nursing practice and use of pedagogical strategies in the process of preceptoring. Through such strategies a reciprocal development of the preceptors' and the faculty's knowledge may take place, to the best advantage of the students' learning and the development of the profession.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The meaning of preceptorship: nurses’ lived experience of being a preceptor

Öhrling

Hallberg

2001

Journal of Advanced Nursing

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“…During the pre‐registration period, if students do not work shifts it can be very difficult for them to feel part of the team ( Gordon & Grundy 1997). Similarly, the perception of these students as being somehow `different', may have led to difficulties in accepting them as team members, a situation which has been noted before in research conducted amongst undergraduate students ( Luker 1984).…”

Section: Resultsmentioning

confidence: 99%

“…Thus they had lost the unskilled tasks at the bottom and gained the extended role at the top. If there is no systematic planning of the role and function of the qualified nurse there is a danger that nurses could become overwhelmed by the ever‐expanding nature of their job, one consequence of which could be their inability to nurture and mentor the next generation of diplomates ( Gordon & Grundy 1997).…”

Section: Resultsmentioning

confidence: 99%

Skills competency in nurse education: nurse managers' perceptions of diploma level preparation

Carlisle

Luker

Davies

et al. 1999

Journal of Advanced Nursing

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This paper reports on part of a national study conducted between 1994 and 1996, the overall aim of which was to examine the 'fitness for purpose' of the Project 2000 nursing education reforms. The study used multiple methods of data collection, including an individual and group interview study of nurse managers (n = 132) and a national survey of Project 2000 diplomates and traditionally prepared registered nurses (n = 5417). Findings in relation to the managers' expectations and experiences of diplomates are presented. This includes views on the level of skills achievement and skills acquisition of diploma level education. The qualities of the diplomates are discussed and this includes those areas where the skills of the diplomates are felt to achieve what is required of the role. Also included is an exploration of those skills which the managers felt fell short of expectations. Managers raised the long-standing concerns of clinical skills and competencies and discussed these in relation to the changing health care environment and the relative roles of other health care workers. The conclusions highlight the need to identify what could be seen as the 'core skills' required of a registered nurse and the need to explore the environment in which the diplomate takes up first appointment.

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“…Until the late 20th century, nurses were trained in the UK using an “apprenticeship” model based in hospitals. Nurse training was provided using a combination of formal education by nurse tutors with extensive workplace experience (Gordon & Grundy, 1997). With the development of nursing as a profession, nurse education moved into the higher education sector in the 1990s (Spencer, 2006).…”

Section: Introductionmentioning

confidence: 99%

A historical comparison of the development of specialist genetic nursing in the United Kingdom and Japan

Skirton

Arimori

Aoki

2006

Nursing & Health Sciences

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This paper reports the development of specialist genetic nursing in the UK and Japan. Between 1970 and 1990, significant technical advances in genetic testing occurred. These advances offered many families affected by genetic conditions more choices in diagnostic, predictive, and prenatal testing. It was recognized that genetic testing could significantly alter the life of the family and that supportive health services were required to accompany such testing. Nurses began to offer specialist services in this setting, but considerable professional development was required to ensure practitioners were competent. In the UK, the profession grew slowly over several decades. Concern to establish minimum standards of practice in this new professional setting culminated in the establishment of a set of competencies and a formal registration process. By comparison, in Japan, developments in genetic nursing have occurred over a shorter period of time, but minimum standards of competence already have been agreed upon.

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From apprenticeshipto academia: an adult branch programme

Cited by 11 publications

References 12 publications

The meaning of preceptorship: nurses’ lived experience of being a preceptor

The meaning of preceptorship: nurses’ lived experience of being a preceptor

Skills competency in nurse education: nurse managers' perceptions of diploma level preparation

A historical comparison of the development of specialist genetic nursing in the United Kingdom and Japan

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