What should we assess in practice?

Aim: This article reports on a PhD study and follow up work undertaken to review and develop a tool for assessment of practice. Background: The assessment of practice in nursing and midwifery education and, other health professions has been the source of concern, criticism and research for a number of years with the conclusion that it might not be possible to develop an assessment tool that could encompass all aspects of professional practice. Methods: A qualitative evaluation study was undertaken using the naturalistic method of inquiry. A combination of tools was used in order to collect the data and enable progressive focusing and cross checking of the findings. These included documentary analysis, a questionnaire and focus group and individual interviews. The data was collected from documents analysis, focus group interviews, individual interviews and questionnaires. Results: The results showed that the assessment tool in use at the time did not encompass all criteria assessors used and six areas were identified as those to include in any future tool. Conclusion: The six areas identified by subjects as those to include in any assessment tool were further developed with specific statements so that they could be used within a tool. Implications for nursing management and education: Within the changing nature of health care there is a need to review whether the tool used for assessing pre-registration education of nursing and midwifery students practice is ‘fit for purpose’

Mentorship in contemporary practice: the experiences of nursing students and practice mentors

Aim: this paper explores the role of the mentor in contemporary nursing practice in the UK. It presents findings from a recent study which investigated the impact of a locality-based nursing education initiative on students, practice mentors and academic staff and draws on another study, conducted in the same setting and two Australian sites, to examine the perceptions of nursing students and mentors.Background: within nursing, mentorship is integral to students’ clinical placement experiences and has attracted increasing interest among researchers. Despite a plethora of studies focussing on mentoring and its nature and application within the practice setting, limited attention has been paid to the extent to which guidelines provided by regulatory bodies for nursing inform and influence the practice of mentoring in contemporary health-care settings.Design: the study used a two-phased design with data on mentorship being focussed on the second phase.Method: data were collected using an online survey questionnaire of pre-qualifying students and a postal questionnaire for practice mentors.Findings: the findings highlight the importance of mentorship for prequalifying students and emphasise the need to provide mentors with adequate preparation and support. They confirm previous research, but also highlight improvements in bridging the gap between rhetoric and reality for mentorship. Results are further strengthened when compared with those of the second study.Conclusions: findings provide new evidence of a narrowing of the gap between the theory and practice of mentoring and for the continuing implementation of national standards to clarify the roles and responsibilities of the mentor. They also suggest the benefits of developing such standards in countries with similar systems of support for nursing student

Preparation for multi-professional/multi-agency health care practice The nursing contribution to rehabilitation within the multi-disciplinary team : literature review and curriculum analysis

Includes bibliographical referencesAvailable from British Library Document Supply Centre- DSC:7741. 268(28) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Quality assurance manual

Available from British Library Document Supply Centre-DSC:fm01/1434 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

New dimensions in midwifery care Book 2: the context of care

Contained in a binder with 3 other books: Relationships in practice, The learning handbook, Resources handbookSIGLEAvailable from British Library Document Supply Centre-DSC:fGPC/0294 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

New dimensions in midwifery care Resources handbook

Contained in a binder with 3 other books: Relationships in practice, The context of care and The learning handbookSIGLEAvailable from British Library Document Supply Centre-DSC:fGPC/0294 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

A curricular review of the pre- and post-registration education programmes for nurses, midwives and health visitors in relation to the integration of a philosophy of health Developing a model for evaluation

SIGLEAvailable from British Library Document Supply Centre- DSC:7741.268(7) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The HIV/AIDS Education and Training Project 1990-1994 Final report

SIGLEAvailable from British Library Document Supply Centre- DSC:GPC/05505 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The development and promotion of Open Learning Systems Project April 1989 - March 1992 Final report

SIGLEAvailable from British Library Document Supply Centre- DSC:GPC/04196 / BLDSC - British Library Document Supply CentreGBUnited Kingdo