Abstract
It has often been said that nursing andnurse education is undergoing a period of
intense change. However, change has never been so intense and multifaceted as it is today. And questions have been raised about how nurses are educated and the academic level required to be a ‘good nurse’. Nursing is wounded, it is bruised and battered, taking hits from many sources. Since the well-reported failings in care at Mid Staffordshire, which, although horrific, did not solely lie at the feet of a single profession, the quest to ‘fix’ nursing has gained momentum and, with it, nurse education and nursing roles have come under intense scrutiny. Much attention has been given to the already well-rehearsed row over whether nurses need a degree-level education to be a ‘good nurse’. It is a problem when your professional identity is also a verb for an activity that can be undertaken by others not on the professional nursing register.
intense change. However, change has never been so intense and multifaceted as it is today. And questions have been raised about how nurses are educated and the academic level required to be a ‘good nurse’. Nursing is wounded, it is bruised and battered, taking hits from many sources. Since the well-reported failings in care at Mid Staffordshire, which, although horrific, did not solely lie at the feet of a single profession, the quest to ‘fix’ nursing has gained momentum and, with it, nurse education and nursing roles have come under intense scrutiny. Much attention has been given to the already well-rehearsed row over whether nurses need a degree-level education to be a ‘good nurse’. It is a problem when your professional identity is also a verb for an activity that can be undertaken by others not on the professional nursing register.
| Original language | English |
|---|---|
| Pages (from-to) | 406-407 |
| Number of pages | 2 |
| Journal | British Journal of Nursing |
| Volume | 27 |
| Issue number | 7 |
| DOIs |
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| Publication status | Published - 12 Apr 2018 |