[Effect of Relocation of Nursing Education in Higher Education and Its Impact on the Curriculum]

By

Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I [type your full first names and surname here], declare that the contents of this thesis represent my own unaided work, and that the thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

Signed __________________ Date _________________

Abstract

In recent years there has been a large increase in the number of qualified nurses in the United Kingdom, who have raised the academic level of their nursing qualification to diploma level or above. Correspondingly, there has been little research that assesses the value of post-registration education offered by universities. In particular, there is a paucity of research regarding the effects of courses on the subsequent clinical practice of participants. Studies of post-registration education appear to be small scale and limited in scope. This paper examines the views of diplomats as to the effect of a Diploma in Professional Studies in nursing course on clinical practice. A questionnaire was sent to all nurses (n=169), from the first seven cohorts, who successfully completed the course. A response rate of 66á8% (n=113) was achieved. The respondents reported themselves to be more questioning, more able to apply research findings and to have a wider knowledge for practice following completion of the course. The findings are discussed; limitations of the study addressed and recommendations for further research are made.

Table of Contents

CHAPTER 1: INTRODUCTION1

Research Aims and Objectives3

CHAPTER 2: LITERATURE REVIEW4

The Problem: Curriculum Drift4

Enter Graduate Attributes and Curriculum Mapping7

A brief overview of changes in the history of nurse education and the curriculum8

Transformative Thinking in the Curriculum16

The Classroom Environment and Difficult Dialogues17

Internationalization of nursing curriculum22

Catalysts for the internationalization agenda24

Global drivers24

EU drivers25

The professional and theoretical context26

Models of trans-cultural nursing and student Exchange30

Internationalizing the curriculum and developing cultural competence30

Cultural desire31

Cultural awareness32

Cultural knowledge33

Cultural skill34

Cultural encounter35

Cultural competence36

CHAPTER 3: METHODOLOGY38

Research Design38

Literature Search39

Keywords Used41

The keywords used for this research are:41

Theoretical Framework41

CHAPTER 4: DISCUSSION AND ANALYSIS42

Review Process42

Results43

Sample description43

Prospective Meetings45

Retrospective Reviews47

Multiple Gains48

For Students:48

For the University:50

The evaluation of curricula50

Content evaluations55

Process evaluations57

CHAPTER 5: CONCLUSION63

REFERENCES69

Chapter 1: Introduction

The worth of doctors undertaking farther study for learned requirements is a present topic of concern. Developments in the learning of pre- and post-registration doctors over the past ten years have directed to a general acknowledgement of the require to lift the grade of all first grade nursing requirements to not less than diploma grade in the United Kingdom (UK), especially with the implementation of Project 2000 designs in pre-registration learning (United Kingdom Central Council for Nursing, Midwifery and Health Visiting, UKCC 1986). In supplement, the nursing occupation has over the last ten years argued the topic of extending learning for nurses. This has produced in two foremost plans both of which focus the require for and significance of extending learning for post-registration doctors, (UKCC 1990, English National Board (ENB) 1991, ...