The implications of Project 2000 and the formation of links with higher education for the professional and academic needs of nurse teachers in the United Kingdom

Susan Kirk, Caroline Carlisle, Karen A. Luker

    Research output: Contribution to journalArticlepeer-review

    Abstract

    A national study was conducted between 1991 and 1994 to explore and describe the changing role of the nurse teacher following the introduction of Project 2000 pre-registration nursing courses. Multiple methods were used to collect data from a wide variety of respondents (nurse teachers, midwife teachers, clinical nurses, health service managers and higher education lecturers). This paper presents the findings relating to the impact of Project 2000 and the move into higher education on the continuing educational needs of nurse teachers. Views on college strategies for staff development, the changing nature of teachers' academic and professional development needs and the problems of the conflicting demands experienced are reported. The research highlights the need for clinical credibility to be clearly defined in relation to nurse teachers and for educational institutions to place more emphasis on teachers' clinical development if the rhetoric of policy is to become a reality.
    Original languageEnglish
    Pages (from-to)1036-1044
    Number of pages8
    JournalJournal of Advanced Nursing
    Volume26
    Issue number5
    Publication statusPublished - Nov 1997

    Keywords

    • Clinical credibility
    • Continuing education
    • Higher education
    • Multiple research methods
    • Nurse teacher
    • Project 2000
    • Role

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