Changes to preregistration nursing education standards

2017 ◽  
Vol 15 (7) ◽  
pp. 51-51
Author(s):  
Penny Harrison
Keyword(s):  
Nursing Education ◽  
Education Standards ◽  
Preregistration Nursing

Preregistration adult nursing students' experiences of online learning: a qualitative study

2020 ◽  
Vol 29 (12) ◽  
pp. 677-683
Author(s):  
Clare Bramer
Keyword(s):  
Online Learning ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Professional Education ◽  
Digital Technology ◽  
Theory And Practice ◽  
Traditional Teaching ◽  
Education Standards ◽  
Communication Support ◽  
Preregistration Nursing

Background: Online learning (OL) is widely used in UK preregistration nursing programmes and the latest Nursing and Midwifery Council professional education standards state digital technology must be embedded in the curriculum. An exploration of preregistration adult nursing students' experiences of OL considers how technology supports learning theory and practice, and assists in designing and delivering effective OL in future programmes. Aim: This study aimed to explore preregistration adult nursing students' OL experiences. Method: Two focus groups with students were held and thematic analysis carried out. Findings: Three main themes emerged regarding OL: advantages, disadvantages and preferences. The main advantages included time, accessibility and convenience, being able to revisit learning and the variety of approaches. Disadvantages included inadequate communication, support and interaction. Students preferred an adequate balance of OL with traditional teaching, more communication, synchronous OL, preparation and support. Conclusion: OL is valuable to adult nursing students, providing convenience and flexibility. While it has advantages, the disadvantages and preferences require addressing to ensure future programmes are effective and meet nursing students' requirements.

scholarly journals Enabling Digital Professionalism: Analysis of the Australian and United Kingdom Nursing Education Standards

2021 ◽  
Author(s):  
Carey Mather
Keyword(s):  
United Kingdom ◽  
Nursing Education ◽  
Identity Formation ◽  
Digital Technology ◽  
Registered Nurse ◽  
Rapid Evolution ◽  
Education Standards ◽  
Educational Preparation ◽  
The United Kingdom ◽  
Work Integrated Learning

Growth in use of digital technology for leisure and learning has created challenges for healthcare environments globally. Its rapid evolution in nursing continues to outpace the more sporadic updating of registered nurse standards, guidelines and codes of professional conduct. Revised standards in Australia and the United Kingdom establish the contemporary governance context for the educational preparation of registered nurses. A document analysis of these standards reveals an omit of guidance regarding the expected knowledge, skills, attitudes and behaviour of undergraduate nurses about when and how to access and use of digital technology on campus, and during work integrated learning. Documents governing nursing do not currently foster the development of digital professionalism, an essential component of professional identity formation, which is necessary to acquire prior to graduation as a registered nurse.

scholarly journals Reflections of Positive Experiences in Midwifery and Nursing of Maternal-Newborn Education in Thailand: Lessons Learned from Naresuan University

2019 ◽  
Vol 1 (2) ◽  
pp. 110-117
Author(s):  
Pantipa Buakhai ◽  
Pratuma Rithpho
Keyword(s):  
Nursing Education ◽  
Gender Gap ◽  
Healthcare Delivery ◽  
Newborn Health ◽  
Lessons Learned ◽  
Maternal And Newborn Health ◽  
Education Standards ◽  
Key Resources ◽  
Nurses And Midwives ◽  
Maternal And Newborn

The success of maternal and child health practices emphasizes on health policies, building effective partnerships, advocating for investments in maternal and newborn health, and coordinating research that focuses on improving maternal health in pregnancy and during and after childbirth.  In these situations, nurses and midwives are the key resources that comprise the greater part of the health-care workforce. Nurses and midwives make substantial contributions to healthcare delivery systems especially in primary care, acute care, and community care setting. Thailand has an excellent production of nurses since they can perform duties as a nurse and as a midwife. This is what we think nurses from other countries should apply in their countries to improve health services. We can also show that our country has a low gender gap in employment not just in nursing. This paper would like to present the lessons learned from Thailand Nursing Education purposed in midwifery, maternal, and newborn nursing at Naresuan University. Specifically, the purpose of this article was to discuss the midwife and maternal and newborn education standards in Thailand and describe the experiences using reflective knowledge in order to inform current and future midwifery and maternal and newborn nursing practices in Thailand.

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