Evaluation of the Effectiveness of Educational Preparation for Critical Care Nursing. Research Highlights.

Institution	English National Board for Nursing, Midwifery and Health Visiting, London.
Titel	Evaluation of the Effectiveness of Educational Preparation for Critical Care Nursing. Research Highlights.
Quelle	(2002), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Clinical Experience; Competence; Curriculum Evaluation; Developed Nations; Educational Cooperation; Educational Environment; Educational Research; Employer Attitudes; Foreign Countries; Higher Education; Instructional Effectiveness; Job Skills; Nurses; Nursing; Nursing Education; Nursing Students; Outcomes of Education; Postsecondary Education; Program Evaluation; Student Attitudes; Teacher Attitudes; Theory Practice Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Kompetenz; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Developed countries; Industriestaat; Industrieland; Education; cooperation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Arbeitgeberinteresse; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Produktive Fertigkeit; Krankenpflege; Pflegepädagogik; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Schülerverhalten; Lehrerverhalten; Theorie-Praxis-Beziehung; Großbritannien
Abstract	Curriculum analysis of the English National Board for Nursing, Midwifery, and Health Visiting (ENB) critical care programs ENB 100, 124, 176/183, 199, and 415 revealed great diversity in programs bearing the same title. An evaluation identified if this diversity was reflected in the competencies acquired by students on different programs, students' learning experiences, or preparation of clinicians for the demands of current critical care practice. Data sources at five case study sites included interviews and observation to ascertain the clinical reality in which students undertook the practice component of the course. From these data, a set of competencies for each critical care course was generated. The findings indicate different stakeholders held different views on the definition of "effective education." Examples of the values-reality gap were illuminated. For example, in practice, a gap exists between espoused values of care delivery and the reality of care provision. Within the higher education institution sector, a gap exists where the values of learning and teaching have been engulfed by the quasi purchaser-provider split. Many clinical settings needed to reexamine how they achieved an effective clinical environment beside a quality learning environment. To ensure greater parity and equivalence of program outcomes through threshold standards, the following implications were identified: disparate student population; clinical experience; and practice assessment. (YLB)
Anmerkungen	English National Board for Nursing, Midwifery and Health Visiting, Publications Department, Victory House, 170 Tottenham Court Road, London W1T 7HA, England, United Kingdom. Tel: 0207-391-6314; e-mail: pubs@enb.org.uk. For full text: http://www.nmc-uk.org/cms/content/Publications/rh49.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC