title: Models of initial training and pathways to registration: a selective review of policy in professional regulation.
abstract: OBJECTIVE
  To provide a synthesis of literature on international policy concerning professional regulation in nursing and midwifery, with reference to routes of entry into training and pathways to licensure.
  
  
  BACKGROUND
  Internationally, there is evidence of multiple points of entry into initial training, multiple divisions of the professional register and multiple pathways to licensure.
  
  
  RESULTS
  Policy documents and commentary articles concerned with models of initial training and pathways to licensure were reviewed. Item selection, quality appraisal and data extraction were undertaken and documentary analysis was performed on all retrieved texts.
  
  
  RESULTS
  Case studies of five Western countries indicate no single uniform system of routes of entry into initial training and no overall consensus regarding the optimal model of initial training.
  
  
  CONCLUSIONS
  Multiple regulatory systems, with multiple routes of entry into initial training and multiple pathways to licensure pose challenges, in terms of achieving commonly-agreed understandings of practice competence.
  
  
  CONCLUSIONS
  The variety of models of initial training present nursing managers with challenges in the recruitment and deployment of personnel trained in many different jurisdictions. Nursing managers need to consider the potential for considerable variation in competency repertoires among nurses trained in generic and specialist initial training models.
authors.affiliation: School of Nursing, Midwifery & Health Systems, University College Dublin, Dublin, Ireland. gerard.fealy@ucd.ie
authors.forename: Gerard M
authors.initials: GM
authors.lastname: Fealy
authors.forename: Marie
authors.initials: M
authors.lastname: Carney
authors.forename: Jonathan
authors.initials: J
authors.lastname: Drennan
authors.forename: Margaret
authors.initials: M
authors.lastname: Treacy
authors.forename: Jacqueline
authors.initials: J
authors.lastname: Burke
authors.forename: Dympna
authors.initials: D
authors.lastname: O'Connell
authors.forename: Breeda
authors.initials: B
authors.lastname: Howley
authors.forename: Alison
authors.initials: A
authors.lastname: Clancy
authors.forename: Aine
authors.initials: A
authors.lastname: McHugh
authors.forename: Declan
authors.initials: D
authors.lastname: Patton
authors.forename: Fintan
authors.initials: F
authors.lastname: Sheerin
mesh_terms: D001315:Australia; D002983:Clinical Competence; D004506:Education, Nursing / Q000458:organization & administration*; D005060:Europe; D033161:Government Regulation; D017408:Guidelines as Topic; D006291:Health Policy; D006801:Humans; D038622:Internationality; D008008:Licensure, Nursing / Q000331:legislation & jurisprudence / Q000706:statistics & numerical data; D017145:Models, Educational; D016294:Models, Nursing; D009520:New Zealand; D009718:Nurse Administrators / Q000458:organization & administration; D015402:Nursing Education Research; D009740:Nursing Staff / Q000193:education / Q000458:organization & administration; D010560:Personnel Selection; D017009:Professional Autonomy; D012042:Registries; D013041:Specialties, Nursing / Q000193:education / Q000331:legislation & jurisprudence; D014481:United States