PubMed · 9197661
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A Mitchell, R Constantino, G Boneysteele. Learner-centered group practice as a teaching model.. https://doi.org/10.1097/00006223-199705000-00009
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AIM: The aim of this literature review was to examine the policies and professional literature from the last 50 years about the introduction, the role and subsequent plight of the enrolled nurse (also known as second level nurses), and the need to convert to the first level of the UKCC nursing register. BACKGROUND: Nurse shortages within the NHS have been cyclical since its inception in 1948. The policy decision to cease the training of enrolled nurses within the frame of modernizing the education and training of the nursing workforce had two distinct implications for enrolled nurses. Firstly, they could choose to stay as enrolled nurses or convert to first level nursing. Nevertheless, enrolled nurses have cited the lack of funded conversion course places, and managerial support for non-conversion. METHODS: A critical review of the national policies and professional literature concerned with the evaluation of enrolled nurses' contribution to the NHS. FINDINGS: It was argued that national policy needs to be supported on the ground, whereby enrolled nurses are proactively supported to come forward for conversion and/or meaningful roles are created and sustained where enrolled nurses continue to make a valuable contribution to the NHS agenda. Finally, the paper challenges all NHS organizations to consider the profile and value of enrolled nurses and become proactive in their recruitment and retention of this nursing group.
Clinical preceptorships, in collaboration between clinical agencies and educational institutions have been documented as an effective and innovative means of facilitating student learning, providing advantages for both the clinical and educational settings. A preceptorship programme of 100 hours duration was developed and delivered by the nurse education institute, in consultation with a health care organization. The objectives of the preceptorship programme were to help registered nurses, in partnership with clinical nurse educators, to effectively integrate, support and assist the development of clinical competence in the undergraduate nursing student. Following the implementation of the preceptorship programme a research study was conducted to evaluate programme effectiveness. The purpose of the study was to examine preceptors, preceptees, and nurse managers' preceptions of the preceptor role and factors which influenced the performance of preceptors. The methods used in this study included those commonly found in evaluation research. That is, participants were drawn from those who were involved, either directly or indirectly, in the preceptorship programme, namely preceptors, preceptees and nurse managers. Using focus groups, they were each asked to identify the outcomes of the programme in practice. Study findings highlighted the importance of formal preceptor preparation, which was shown to enhance teaching and learning opportunities for student preceptees, personal and professional development of the preceptors, and the promotion of positive partnerships between nurse educators and nurse practitioners. The need for formal recognition of the preceptor role in practice, particularly in relation to the provision of adequate time and resources, emerged from the study. The research findings enabled the development of an evaluative model of preceptorship, which highlights the intrinsic and extrinsic factors impacting on the preceptor role.
With the increasing popularity of using problem-based learning (PBL) within health professional curricula, it could be argued that the health lecturer's role in education is changing. As a lecturer, I have only recently become involved in using PBL. With increasing exposure to the process and through reviewing the literature, I have come to realise that the role of the lecturer is fraught with difficulty. The literature is often conflicting with PBL meaning different things to different people (Barrows 1986). It provides no consistent guidelines as to how the lecturer should adapt to undertake this new role. This article explores the issues around the role of the lecturer within PBL and through reviewing the literature, investigates the level of intervention the lecturer should provide when students are undertaking the PBL process. Suggestions will be made to 'facilitate' the lecturer into facilitating an effective teaching strategy.