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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Issues in nurse education : the learner as worker.

¹Department of Nursing Studies, Welsh National School of Medicine, Heath Park, Cardiff, CF4 4XN.

Medical Teacher

|January 31, 2014

Summary

This summary is machine-generated.

UK nurses in training, employed by the National Health Service (NHS), face challenges balancing service demands with education. This apprenticeship model, while potentially beneficial, often prioritizes patient care over practical teaching, hindering effective nurse training.

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Area of Science:

Nursing Education
Healthcare Workforce Development

Background:

Nurses in the UK, excluding degree students, undertake an 'apprenticeship-style' training as National Health Service (NHS) employees.
This model theoretically allows for strong theory-practice integration and provides nurse tutors, also NHS employees, access to clinical settings.

Purpose of the Study:

To critically evaluate the effectiveness of the 'learner as worker' model in UK pre-registration nurse education.
To identify challenges and potential drawbacks of integrating educational responsibilities within NHS service demands.

Main Methods:

Qualitative analysis of the existing UK nursing training structure.
Comparative perspective referencing international models (e.g., Canadian nursing education).

Main Results:

Ward teaching is often a low priority for qualified staff due to service commitments.
Learners prioritize patient well-being and service delivery over educational needs.
Nurse tutors may lack sufficient clinical expertise or credibility, impacting educational delivery.

Conclusions:

The 'learner as worker' model presents significant challenges in UK nurse training.
Combined management of service and education responsibilities can create more problems than solutions.
Re-evaluation of the current apprenticeship-style nursing education is warranted to improve training outcomes.