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Related Experiment Videos

Establishing consensus about the baccalaureate entry-to-practice policy.

Ann Rhéaume1

  • 1School of Nursing, Faculty of Health Sciences and Community Services, Université de Moncton, Moncton, New Brunswick, Canada E1A 3E9. rheauma@umoncton.ca

The Journal of Nursing Education
|December 26, 2003
PubMed
Summary

This study examines New Brunswick

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Area of Science:

  • Nursing Education
  • Healthcare Policy
  • Qualitative Research

Background:

  • The 1980s saw significant educational reforms in New Brunswick, Canada.
  • A key policy change involved upgrading nursing education to the baccalaureate degree level.
  • This reform led to notable conflicts within the nursing profession.

Purpose of the Study:

  • To examine the process and implications of the baccalaureate entry-to-practice policy in New Brunswick.
  • To analyze the conflict between the Nurses Association of New Brunswick and the New Brunswick Nursing Union.
  • To understand the motivations behind the educational upgrade and the underlying issues.

Main Methods:

  • Qualitative study utilizing a case study approach.
  • Examination of educational reforms in New Brunswick during the 1980s.
  • Analysis of policy changes, professional motivations, and inter-organizational conflict.

Main Results:

  • The upgrading of nursing education to a baccalaureate degree created conflict between professional nursing organizations and unions.
  • Leaders of the professional nursing organization advocated for the upgrade to enhance professional standards.
  • Underlying issues in the conflict included professional identity, scope of practice, and union representation.

Conclusions:

  • The baccalaureate entry-to-practice policy in New Brunswick was a complex reform with significant professional implications.
  • Understanding the historical context and conflicts is crucial for contemporary nursing education policy.
  • Qualitative case studies provide valuable insights into the dynamics of healthcare policy implementation.

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