Evaluation of a community staff preparation strategy for the teaching, assessing and mentorship of Project 2000 diploma students

This article presents findings of a study which investigated effectiveness of an educational strategy for community nurses in relationship to their teaching, assessing and mentorship roles with Project 2000 diploma student nurses. The research was conducted in the North Staffordshire Health District when the College of Nursing and Midwifery's first cohort of Project 2000 diploma students were in their third year of studies. Data were collected using a postal questionnaire and face-to-face interviews. The findings reveal that just over half the sample felt they had adequate preparation for their role of teachers and assessors of Project 2000 diploma students. Analysis of the data showed that there had been a need initially for more information to be disseminated regarding the college curriculum and assessment criteria. Chi square analysis revealed a significant result in relationship to those in the sample who felt they were adequately prepared for their teaching and assessment role and those who had undertaken a formal teaching and assessing course. The findings have implications for the desirability of community nurses to undertake formal teaching and assessing courses. Conclusions can also be drawn regarding future ventures in curriculum innovation and the need for adequate clinical staff preparation for changed needs of a curriculum.