The implications of Project 2000 and the formation of links with higher education for the professional and academic needs of nurse teachers in the United Kingdom.
A national study was conducted between 1991 and 1994 to explore and describe the changing role of the nurse teacher following the introduction of Project 2000 pre-registration nursing courses. Multiple methods were used to collect data from a wide variety of respondents (nurse teachers, midwife teachers, clinical nurses, health service managers and higher education lecturers). This paper presents the findings relating to the impact of Project 2000 and the move into higher education on the continuing educational needs of nurse teachers. Views on college strategies for staff development, the changing nature of teachers' academic and professional development needs and the problems of the conflicting demands experienced are reported. The research highlights the need for clinical credibility to be clearly defined in relation to nurse teachers and for educational institutions to place more emphasis on teachers' clinical development if the rhetoric of policy is to become a reality.
Kirk
S
S
National Primary Care Research and Development Centre, University of Manchester, UK.
Carlisle
C
C
Luker
K A
KA
D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003697:Delphi Technique; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004509:Education, Nursing, Continuing; D005181:Faculty, Nursing / Q000458:organization & administration*; D006801:Humans; D007587:Job Description; D015402:Nursing Education Research; D009936:Organizational Innovation; D013192:Staff Development; D011795:Surveys and Questionnaires; D006113:United Kingdom