249 research outputs found
Nursing on the edge: nursing identity in liminal spaces
This contextual statement is focussed on nursing in clinical practice and higher education encapsulated in a selected body of published work, illustrating a career of over thirty years. This journey spans a political and policy context that includes the expansion of higher education in the 1970s, the closure of the Victorian psychiatric hospitals in the 1990âs, the move of nursing from apprentice-style training into higher education in 1995, and the partial decoupling of nurse education from the NHS.
Drawing on theories of liminality and Michael Lipskyâs Street Level Bureaucracy, the statement proposes innovative approaches to raising the profile of nursing, beyond a liminal position. The public works are produced from liminal spaces in clinical practice to the liminal space occupied by nursing in higher education.
Whilst accepting the essence of nursing as a caring profession, the statement suggests how societal views about nursing are stereotyped and heavily influenced by the position of women generally. This is compounded by the reluctance of feminism to embrace nursing, and nostalgic views about the profession portrayed in the media and articulated at all levels, including in government. The works indicate how this has contributed to nursing occupying a liminal space in higher education.
Focussing on nursing at the margins of society, early papers cover the period of deinstitutionalisation from the large psychiatric hospitals. Further papers focus on influencing the education, identity, and values of nurses, including how the rise of service user involvement can transform curricula. Later papers consider the views and experiences of nurse academics and students about professional identity and how this is expressed in learning and teaching; with insight into how identity and values are shaped by both clinical and educational experiences. The liminal experience of nursing in higher education is explored, alongside the dual identity experienced by nurses who move from clinical practice to the academy.
The final group of papers examine the place of work-based learning in higher education, with the paradoxical discovery that although learning in healthcare is abundant, identifying learning opportunities can be elusive.
Produced on the margins of clinical and academic practice, the works illuminate hidden areas that are not sufficiently valued. The statement and works provide a platform to raise the position and profile of nursing overall
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The impact of Nursing and Midwifery Council (NMC) revalidation on the professional identity of academic staff in a higher education institution: A qualitative study
Aims:
To explore Nursing and Midwifery Council (NMC) revalidation as a process experienced by nursing and midwifery academics and its impact on their sense of professional identity.
Background:
The introduction of revalidation nurses and midwives in the UK in 2016 caused some anxiety amongst registrants in higher education.
Design:
A qualitative study using a purposeful sample involving thematic analysis of semiâstructured interviews with academic staff.
Methods:
Ten registrants completed a semiâstructured interview in a higher education institution.
Results/Findings
Clinical credibility: participants were selfâconscious about time away from practice but retained strong links with clinical settings reviewing evidence and reports of current practice. The revalidation process: staff were generally positive about NMC revalidation. Professional identity: participants identified as nurses and midwives first and academics second.
Conclusions
The findings replicate previous studies about professional identity among healthcare professionals in higher education; this study reports the contribution of revalidation amongst nurses and midwives in higher education institutions
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Nurses as educators: creating teachable moments in practice
Effective workplace teaching is increasingly important in healthcare, with all staff being potential educators. The introduction of new roles and the need to create capacity for increased numbers of students can make it difficult to create a good learning experience. Despite the richness of clinical practice as a learning environment, creating capacity for teaching can be challenging. This article explores the possibilities for identifying and creating teachable moments in busy clinical environments and suggests a developmental model for incorporating these learning opportunities. Teachable moments linked directly to optimal patient care can potentially influence and shape a positive learning culture in clinical environments
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Developing and sustaining a Community of Practice through Twitter for work-based learning
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The nurses that roared: nurses from history who found their voices and challenged the status quo
In this article we explore how nurses from history challenged norms of nursing and society, and consider how they can influence and inspire nurses today. We discuss the role of nurses in the fight for womenâs suffrage, campaigning for the vote and caring for women who suffered in their fight to achieve it, and present examples of outstanding bravery in the past and present day. The article contains examples of the bravery of some relatively unknown nurses in wartime, who also fought for equality and inclusion, and nurses who challenged the care of marginalised groups, campaigning for improved treatment, sometimes at great personal cost. Finally we consider the courage of present-day nurses. Drawing on the global campaign of âNursing Nowâ, we suggest that learning from these exceptional nurses and acknowledging and highlighting their contribution can inspire us to strengthen and promote nursing and to empower women globally
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Enabling revalidation for registrants working in an education setting
This collaborative project at City, University of London, aimed to support the revalidation of nurses and midwives employed in a variety of roles. Deining their practice area as âeducationâ, nurses and midwives employed by the university attended interactive workshops to support their revalidation submission. Working with the human resources department, registrants were identiied. In total, 11Â workshops were delivered to those intending to revalidate, one of which was for conirmers. Over 80% of registrants employed by the university attended a workshop. The project revealed the challenges and the potential of combining educational and professional identities in a university context, with revalidation having a positive efect on the identity of nurses and midwives working in an education setting
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Building a professional identity: views of pre-registration students
The way student nurses and midwives perceive their professional identity has changed considerably since the move from hospital-based to university-based education. Students develop a professional identity in a variety of ways, including through their interactions with registered professionals working as academics, but we know little about what they think of their lecturersâ backgrounds. As part of a larger study on revalidation and academic nurses and midwives, semi-structured interviews were conducted with five pre-registration students at City, University of London. This article discusses the studentsâ views on the clinical credibility of their lecturers and their own professional identities, as well as their understanding of revalidation
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Leave them to their own devices: healthcare studentsâ experiences of using a range of mobile devices for learning
Given recent advances in mobile technologies, there has been a shift from e-learning to mobile learning in UK universities, yet there are few data about how students select and use mobile devices, and whether e-learning systems and materials are fully compatible.
Healthcare students have placements in clinical practice where they use mobile devices to access university course information and learning materials.
This study investigated student use of devices in the School of Health Sciences, City University London. Eight final-year students from different disciplines participated: they were issued with a device and reported on how they used it via a personal blog, interviews and focus groups.
Thematic analysis was applied to the data. Two groups of themes were identified: factors relating to the devices themselves (strengths and weaknesses; learning to use them; enjoying them) and to the course (university work; in clinical placement).
Students had similar observations and experiences of the different devices, both at the university and in clinical practice, and this paper reports on their perceptions. The importance of Wi-Fi access, suitable learning spaces and permissions to use devices were important findings, as was evidence of the enjoyment students found in using the devices
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Creating new roles in healthcare: lessons from the literature
The NHS is faced with the urgent task of reshaping and enhancing its nursing workforce. Part of this reshape will be happening soon with the introduction of nursing associates â the first cohorts are currently undergoing training. However, introducing new roles in an established healthcare workforce is not an easy task. It needs to be well thought-out and planned, and conducted with the primary aim of meeting patient need. This article sums up the findings of a literature review on the introduction of new roles in healthcare, using lessons learned from the past to provide guidance to leaders and workforce planners
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Audio feedback on student assignments: boon or burden?
This paper considers the pros and cons of giving formative feedback by audio as well as in writing. Post-qualification nursing students studying mentorship skills received both types of feedback, and were then asked to give their views on the two methods, either by participation in a survey or by personal interview or by both. Audio feedback proved popular: students found it more âpersonalâ than feedback in writing, though they valued the complementarity of blended feedback (audio and written), and preferred to have both rather than either. A focus group with lecturers uncovered a degree of ambivalence, however: they shared with students the ideal of feedback as inter-personal and relationship-based, but providing both sorts of feedback required more of their time and appeared to involve duplication
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