Establishing consensus about the baccalaureate entry-to-practice policy.
This article is based on the results of a qualitative study examining educational reforms in New Brunswick, Canada, during the 1980s. Using the province of New Brunswick as a case study, three issues related to the baccalaureate entry-to-practice policy are examined. First, the process of upgrading nursing education to a baccalaureate degree and the conflict this change created between the Nurses Association of New Brunswick and the New Brunswick Nursing Union are described. Second, the reasons leaders of the professional nursing organization desired to upgrade nursing education are examined, and third, the issues underlying the conflict over nursing education are discussed.
Rhéaume
Ann
A
School of Nursing, Faculty of Health Sciences and Community Services, Université de Moncton, Moncton, New Brunswick, Canada E1A 3E9. rheauma@umoncton.ca
D001291:Attitude of Health Personnel; D003220:Conflict, Psychological; D032921:Consensus; D003479:Curriculum; D003659:Decision Making, Organizational; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing / Q000458:organization & administration; D006801:Humans; D007373:Interinstitutional Relations; D007750:Labor Unions / Q000458:organization & administration*; D007857:Leadership; D009509:New Brunswick; D009718:Nurse Administrators / Q000458:organization & administration / Q000523:psychology; D024802:Nurse's Role; D015402:Nursing Education Research; D009936:Organizational Innovation; D016134:Organizational Policy; D012570:School Admission Criteria; D012956:Societies, Nursing / Q000458:organization & administration*; D011795:Surveys and Questionnaires