Routledge International Handbook of Nurse Education (Routledge International Handbooks)

While vast numbers of nurses across the globe contribute in all areas of healthcare delivery from primary care to acute and long-term care in community settings, there are significant differences in how they are educated, as well as the precise nature of their practice. This comprehensive handbook provides a research-informed and international perspective on the critical issues in contemporary nurse education. As an applied discipline, nursing is implemented differently depending on the social, political and cultural climate in any given context. These factors impact on education, as much as on practice, and are reflected in debates around the value of accredited programmes, and on-the-job training, apprenticeship, undergraduate and postgraduate pathways into nursing. Engaging with these debates amongst others, the authors collected here discuss how, through careful design and delivery of nursing curricula, nurses can be prepared to understand complex care processes, complex healthcare technologies, complex patient needs and responses to therapeutic interventions, and complex organizations. The book discusses historical perspectives on how nurses should be educated; contemporary issues facing educators; teaching and learning strategies; the politics of nurse education; education for advanced nursing practice; global approaches; and educating for the future. Bringing together leading authorities from across the world to reflect on past, present and future approaches to nurse education and nursing pedagogy, this handbook provides a cutting-edge overview for all educators, researchers and policy-makers concerned with nurse education. Cover Half Title Title Page Copyright Page Table of Contents List of figures List of tables List of boxes Acknowledgements List of contributors Foreword SECTION 1: Global perspectives on nurse education Foreword: Margaret McAllister 1. A history of nurse education and the clinical nurse educator Introduction History A return to apprenticeship Continuing professional development Concerns about competence Making adifference and fitness for practice Conclusion References 2. Nursing education in Australia About Australia Nursing in Australia Accreditation, regulation and registration Nursing education in Australia Contemporary issues in Australian nursing education Conclusion References 3. History of nursing education in the United States Introduction The modern nursing movement in the United States Nightingale-influenced training schools Nursing organizations Teachers College, Columbia University Collegiate schools of nursing open Racism in nursing education Black institutions of higher learning Independent studies that identified priorities for the nursing profession in the United States Post World War II and the movement of nurse training into the system of higher education The associate degree model for the education of nurses The experiment: the Cooperative Research Project Closing of hospital-based diploma programs Master’s degrees and higher education Conclusions Notes References 4. The development and current challenges of nursing education in Hong Kong Introduction Development and progress of nursing education in Hong Kong Emerging teaching and learning methods Current challenges of nursing education in Hong Kong Conclusion References 5. A history of nurse education in the Bailiwick of Guernsey Introduction Nurse education in Guernsey – a transformational journey The challenges of providing nurse education in the Bailiwick Plans for the future References 6. Historical development of nursing education in Africa Background Nursing education in Botswana Nursing education in Nigeria Nursing education in Ghana The Africanization of nurse education in Ghana Conclusion References 7. Crossing borders in education: a conceptual and contextual approach Introduction A global perspective Challenges in contextualizing curriculum development and implementation Principles informing integrated care The perspective of the educator The perspective of the learner The curriculum designer’s perspectives For the professional bodies and institutions Environment: societal influences Implications for education and practice Conclusion References 8. Collaborative Online International Learning (COIL): a new model of global education Introduction The need for nurses to have a global perspective Traditional global education often fails to promote development of a global perspective A new model of global education: Collaborative Online International Learning The COIL process Benefits and challenges of COIL for faculty and students Benefits of COIL for global nursing education Conclusion and implications: future directions for nurse education References SECTION 2: Pedagogy in Nurse education Foreword: Sue Dyson 9. Transformative learning: global approaches to nurse education Introduction Globalization requires awareness of health inequities and transferable skills Transformative learning Origins and developments Adisorienting dilemma Conclusion References 10. Reintegrating theory and practice in nursing: knowledge and theories of practice learning Introduction The relationship between theory and practice in nursing The relationship between theory and practice in nursing Workplace expectations and disintegrated learning “Putting knowledge to work” –the theory of knowledge re-contextualisation Discussion – using re-contextualisation theory in nursing Conclusion References 11. Clinical teaching and assessment in nursing Introduction Challenges Diversity and clinical teaching Complexity in the clinical teaching role Signature pedagogies in clinical teaching Professional development in clinical teaching Conclusion References 12. Simulation in nursing education Introduction Background of simulation in nursing education Fidelity in simulation Different modalities of simulation Learning theories Standards/frameworks and guidelines for simulation Phases of simulation Challenges of simulation Educator tips Considerations within the simulation environment Conclusion References 13. Exploring arts-based pedagogies in nurse education: The ARTE framework Introduction Background to arts-based pedagogies Evidence for ABP: ashort review Introducing the activate, research, teach, evaluate (ARTE) framework Using the ARTE framework: a practice example Conclusion References SECTION 3: Contemporary issues in nurse education Foreword: Margaret McAllister 14. Public health in nurse education Introduction Professional knowledge Pedagogical content knowledge Narrative pedagogy Critical pedagogy Transformative pedagogy Conclusion References 15. Learning to keep patients safe Introduction Workforce changes in increasingly complex nursing teams Theoretical framework: re-contextualisation, emotions and learning andknowledge contexts Study 1: re-contextualising knowledge as a newly qualified nurse Study 2: emotional safety for learning Discussion Conclusion References 16. Research in and “of” nursing practice: doctoral education in nursing Introduction What is doctoral study in nursing? The history of the doctor of philosophy in nursing Nurses’ disciplinary knowledge Advanced practice and doctorates in nursing The purpose of doctoral education Outcomes/evaluation of nursing doctorates Examples of local practice change through doctoral work Conclusions: research in and “of” practice References 17. Expanding lifelong learning opportunities: finding interprofessional models to forge change Introduction Moving from multidisciplinary to interprofessional team-based care Moving from uniprofessional silos to interprofessional models Cultivating interprofessionality among the healthcare professions Interprofessional education The call for interprofessional competencies The effectiveness of interprofessional education The continuum of lifelong learning The evolution from continuing education to continuing professional development Accreditation and the advent of joint accreditation The nursing profession’s role in shaping the future and forging change References 18. Global approaches to interprofessional education Introduction Case study 1 – Australia Case study 2 – New Zealand Case study 3 – Malaysia Case study 4 – Kenya Conclusion References 19. Dyslexia and nurse education Introduction Dyslexia and potential benefits to nursing student and nurses Dyslexia and higher education Attitudes of teaching staff Maintaining safety Compensatory learning strategies Preferred ways of learning Transitions in learning for dyslexic students Support and disclosure Assessment Specialist support Inclusive teaching and learning in higher education Conclusion References 20. E-professionalism and nurse education: the Awareness to Action (A2A) educational framework Introduction Background to e-professionalism and student nurses E-professionalism and professional accountability Professional socialisation and the learning journey Online social networks The role of nurse education Introducing the Awareness to Action framework Being reactive: Awareness to Action decision-making tool A2A 3Cs: example scenario A A2A 3Cs: example scenario B Being proactive: Awareness to Action educational tool Conclusion: becoming unconsciously competent References SECTION 4: Nurse education and social commentary Foreword: Sue Dyson 21. The politics of nurse education Introduction Why are there not enough nurses? University education: nursing education Professional “self” regulation in the UK Nursing “failures” and nurse education Note References 22. Recent developments in interprofessional healthcare leadership Introduction Part I: health services leadership with a focus on interprofessional education and practice Part II: leadership in clinical supervision Conclusion References 23. Approaches for addressing diversity in nursing education Introduction Diversity, inclusion, and equity in nursing education What constitutes diversity? Approaches for the future Creating learning environments for diversity Accommodating diverse learners Multilingual considerations Lessons for diversity in nursing education Challenges and barriers for faculty Applications for other disciplines References 24. Technologisation of nursing education Introduction Technology 1: virtual reality Technology 2: augmented reality Technology 3: online learning Technology 4: massive open online courses Technology 5: applications (apps) Barriers and enablers to implementing technology in nursing education The future for technology in nursing education Conclusion References 25. Nursing education and healthcare in the context of the ecological approach Introduction Terminology in nursing and healthcare The ecology of human development in the process of education and healthcare Education for sustainable development and sustainability/sustainable development in healthcare Comprehension models The principles of the ecological approach and the model of ecological competence in nursing education and healthcare Ecological consciousness and the criteria for its formation The principles of the ecological approach in nursing education and healthcare The ecological competence model Conclusion References 26. Think well, practise well: Teaching nurse students to think critically Introduction The significance of critical thinking for nursing practice What is critical thinking? Critical thinking and culture The role of the teacher in developing critical thinking in nurse clinicians How to teach critical thinking to nurse students and clinicians A model for teaching critical thinking Teaching critical thinking using the Paul and Elder model Designing critical thinking experiences for students Thinking critically about resources and strategies A final word References 27. Volunteering as transformative pedagogy in nurse education Introduction Nursing: a risky business Regulation of nursing: a pseudo-pedagogy Pedagogy in nursing: a conventional approach Critical pedagogy: an opportunity for nursing Volunteering: pedagogy and praxis Volunteering as pedagogy Volunteering as praxis Volunteering in the nursing curriculum Conclusion References Index