Why education matters: reflections on the last 50 years.

Elizabeth Rosser, Professor of Nursing and acting Executive Dean of Faculty, Bournemouth University, reflects on her own nursing journey and the importance of nurse education

Introduction of the Teaching Excellence Framework: make your voice heard.

Elizabeth Rosser, Deputy Dean (Education and Professional Practice) and Professor of Nursing at Bournemouth University, considers what students should expect from universities and how they can influence education quality

Nursing associate: our chance to influence.

Elizabeth Rosser, Deputy Dean (Education and Professional Practice) and Professor of Nursing at Bournemouth University, discusses the consultation over the nursing associate role and its implications for nurses

Consultation on the new roles of supervisor and assessor.

Elizabeth Rosser, Deputy Dean (Education and Professional Practice) and Professor of Nursing at Bournemouth University, outlines three new practice and education roles proposed by the Nursing and Midwifery Council

Education does matter: nursing apprenticeships in the workforce.

Elizabeth Rosser, Deputy Dean (Education and Professional Practice) and Professor of Nursing, Bournemouth University, considers the concerns around seeing apprenticeships as a solution to the crisis in the workforce

Leadership in Nursing Scholarship, Practice and Education: how to impact nursing as a caring profession globally

Background: With the global rise in the elderly population, there are concerns about the quality of care with evidence of neglect and abuse. In particular the UK has witnessed examples of poor standards of care and in some situations a higher level than expected patient mortality. Aim: This paper reports the impact of an undergraduate curriculum based on a philosophy of humanisation on the values of individual student nurses. . Methodology: The study uses a qualitative longtitudinal approach to understanding the beliefs and values of student nurses from the day of entry through their education programme to completion. Focusing on two cohorts of students one year apart, data was collected by individual interview at commencement and completion of the programme and by focus groups at the end of their first placement and at the end of their first and second years. This presentation reports up to the end of the programme for the first cohort and end of second year for the second cohort. Findings: Four ongoing and developing themes emerged from the data: personal journey, impact of the curriculum, impact of practice and values development. Overall, although each cohort followed two distinct curricula, there were few differences between the groups at this stage. Both groups felt they had become less judgmental, that the curriculum had empowered them to challenge practice and enhanced their confidence, and from their mentors in placement, they learned real compassion. They each recognised the complexity of caring and importance of practice that respected patient individuality. Conclusion: Both groups had become more articulate about consistently basing their practice upon sound values into their role as professionals and were influencing others. This study has evidenced the strong link between curriculum and its impact on the evolving values of nursing students

Nursing history: from conformity to challenging practice.

Elizabeth Rosser, Deputy Dean (Education and Professional Practice) and Professor of Nursing at Bournemouth University, considers the lessons that the nursing profession has learned since its early days