All-graduate Profession Research Articles

The rise and fall of university-based nurse training

Aim/objectiveTo consider the future of nurse education and the merits of a university-based course versus vocational training. BackgroundIn the 1990s nurse training in the United Kingdom moved from an apprenticeship model to a university-based education. At about the same time, the two-tier structure of registered and enrolled nurses was abandoned, leading to an all-graduate profession. DesignOpinion paper MethodsLeave blank. ResultsNursing is primarily a humanistic endeavour, requiring interpersonal as well as academic knowledge and technical skills. We argue that the move into universities has not served recruits (and patients) as well as intended. Students today are financially worse off than their predecessors, have fewer practice opportunities, and often lack the sense of belonging that existed when training was hospital-based. The academic environment is a deterrent to some who cannot afford fees or who would struggle to attain a university degree. Branch-specific courses have produced an inflexible workforce. ConclusionsThe move from practice to universities was a bold approach, but it has failed. We urge a revised apprenticeship model, with university input and generic training.

Further study opens up career opportunities.

In the 1970s, only about one in 20 nurses in the had a degree, and the necessity of such an academic requirement was often viewed with derision. Now, as an all-graduate profession, the importance of a master's degree for career progression takes on greater potency.

THE SOCIAL CLASS, EDUCATIONAL BACKGROUND, GENDER AND RECRUITMENT OF AMERICAN CPAs: AN HISTORICAL PROFILE

This article summarises the existing evidence of the earliest CPAs and offers new data as a result of a questionnaire survey and interviews with CPAs with regard to their social class, gender, education, and the nature of their first employment. From the start CPAs were from a relatively high social class and from families of long standing in America. A majority but not all of the early CPAs graduated from high school but this soon became a requirement. Most of the first CPAs did not go to college but accounting became virtually an all-graduate profession by the Second World War. The questionnaire evidence from the 1930s to the present day indicates that 50% of the respondents came from the upper middle class, around 30% from the lower middle class, and 20% from the working class; these proportions did not change over the period of the study. A large majority of the CPAs in the survey were educated at their local high schools and their home-state public universities. The structure and changes in the US education system seemed to have little impact on the social class of the CPA respondents. Accounting firms recruited 85% of the sample and the rest joined commercial or public concerns. No strong preference was found among the various types of employer with regard to the gender, education or the social class of their recruits. Recruiters attempted to hire the best candidates they could regardless of these factors.

Students' first year experience of a BSc (Hons) in nursing: A pilot study

All new nurses in England from 2013 will be educated at the point of registration to the degree level. A study was undertaken into the first-year experience of one cohort on the new degree programme at one university. The aim of the study was to evaluate nursing students' experience during the first year of the degree programme in terms of their engagement with the programme, its impact and value and their overall satisfaction. A mixed method qualitative and quantitative survey design was used. One cohort of students at one university in south west London was studied. In total 96 out of 256 students completed the online survey questionnaire (response rate=37.5%). Data were collected through an online questionnaire survey comprising Likert-style, demographic and open-ended questions. Data were analysed using SPSS version 19 and through the framework method. Students' responses were largely positive. Areas of concern expressed included assessment timings and juggling personal/family commitments with academic workload. Although some experienced a degree of stress in year 1 the majority indicated that stress was not a problem; some experienced little or no stress at all. Students were positive about the quality of teaching, support received, and their relationships with academic staff. Satisfaction with year 1 was high. A small percentage considered leaving during year 1. Factors that made them stay included personal motivation to succeed, family support and help from academic staff and mentors. Overall attrition rate is low. As nursing in England moves to an all-graduate profession at the point of registration it is timely to evaluate issues like attrition, the students' engagement with their academic and practice experience, the impact on them of their assignments/assessments, stressors, their perceptions of quality, what makes them stay and their overall satisfaction.

The role of the sign-off mentor in the community setting.

In an move to identify nursing as an all-graduate profession, the Nursi Midwifery Council standards identified that future nurses need to be equipped with the skills and knowledge to lead and deliver high-quality care. Inorder to have these skills within the changing context of health care, students need to experience care delivery across a range of community, hospital and other settings. Students have to undertake a final clinical placement of 12 weeks at the end of their programme, commonly called a consolidation placement, and are allocated a sign-off mentor to confirm they meet the requirements for entry to the register. Placement capacity within primary care settings continues to be a challenge alongside the need for providing a sign-off mentor. This article discusses some of the challenges and opportunities of the role of the sign-off mentor and the potential impact for encouraging newly qualified recruitment in this area.

Higher apprenticeships: a way into nursing for HCAs?

The creation of an all-graduate nursing profession, coupled with the abolition of the practice-based state enrolled nurse (SEN) role, has left a vacuum for the rest of the caring professions in the health sector. Following the reports of Robert Francis and Camilla Cavendish in 2013, the Government has asked the sector to come up with a ‘higher apprenticeship’ route into nursing for unregulated staff, such as healthcare assistants. This article discusses this government initiative to introduce higher apprenticeship schemes leading to nurse registration for those who have proven they can deliver health care.

Making the link between critical appraisal, thinking and analysis

Nursing has become an all-graduate profession; as such, student nurses must develop their skills of critical analysis. The need to develop critical analytical thinking has been identified as the single most important skill in undergraduate education and reaching the academic requirements of level six study. In degree-level healthcare programmes, students are frequently asked to complete a structured critical appraisal of research. This paper examines how critical appraisal activities can be an opportunity for students to develop transferable critical thinking skills. Critical appraisal teaches objectivity, reflection, logic and discipline, which encourage students to think critically in both theory and practice.

Introducing research and evidence-based practice for nurses Jeremy Jolley Introducing research and evidence-based practice for nurses Pearson Education £19.99 168 9780273719168 0273719165

EVIDENCE BASED practice is an increasingly hot topic and this book is timely because of both the move towards an all-graduate profession and the increase in the use of evidence in nursing. Nurses need to understand the relationship between research, evidence and practice and then to be able to use that understanding to provide the best possible care for the patient.

Attitudes of Healthcare Workers towards Older People in a Rural Population: A Survey Using the Kogan Scale

With the global trend towards an increasingly ageing population, it is clear that nurses need to be equipped with the knowledge and skills to fulfil significant roles in responding to future health and support needs. This paper reports the results of a survey that aimed to identify and evaluate the attitudes of nurses, healthcare assistants, and nursing students towards older people. The survey was undertaken in a rural county in the Republic of Ireland. It is reassuring that in our study, we found that these healthcare workers hold positive attitudes towards older people. In addition, we found that study to a higher level at university appears to mitigate towards holding more positive attitudes, and this is an important finding in light of the shift towards nursing as an all-graduate profession.

Does an all-graduate profession demand another look at skills mix?

Lyn Karstadt discusses how an all-graduate profession will affect the skills set of nurses.

Degrees are valuable only if they reflect additional study

The move to an all-graduate profession reminds me of the time enrolled nurse (EN) training was abandoned. At the time, my EN colleagues and I had the choice of retraining to become registered general nurses (RGNs) or remaining as ENs. Many of us went on to complete first and second degrees to enable us to climb the career ladder.

Sick-room helpers – the first health-care assistants

The role of nursing assistants continues to be an important and controversial issue in health care today. With the introduction of an all-graduate profession and the need for qualifi ed nurses to take over more medical tasks and responsibilities, the need for an assistant nurse has grown more critical. Recently, they have been labelled ‘auxiliary nurses’ and ‘health-care assistants’. Their function has always been to help nurses. Even in such confl icts as the First World War, when they formed voluntary aid detachments, they have been there to help at times of severe nurse shortage. In the past they have been variously trained and prepared for their work – from minimal hospital instruction to more formal training from organizations such as St John Ambulance, St Andrew’s Ambulance and the Red Cross. Today health-care assistants are prepared within health-care organizations in a more formal and structured way, and many may well be pursuing formal qualifi cations through the NVQ system or foundation degree route.

All change

The Nursing and Midwifery Council has given approval to make nursing an all-graduate profession. The move to an all-graduate nursing profession is on the way (midwifery is already an all-graduate profession) and this could have implications for healthcare assistants (HCAs) and assistant practitioners (APs). The move to all-graduate nursing will take place in September 2011, this means that anyone who wants to undertake a nursing course will study that course at a minimum of degree level, currently there are three options (levels); diploma, advanced diploma or degree. The first of those all graduate nurses will register in September 2013.

Learning lessons from abroad

Australia and New Zealand changed to an all-graduate nursing profession around 20 years ago. When considering such a change in the UK, it is important to look at the impact on students and nursing in places where it has already been introduced. Lyn Karstadt considers the examples set by Australia and New Zealand, discussing both nursing as an all-graduate profession, and new immigration rules.

There may be trouble ahead

Following the NMCs review of pre-registration nursing education (NMC, 2008) and Lord Darzis appraisal of the NHS (Department of Health, 2008), the scene is now set for an all-degree nursing profession. This move to an all-graduate profession is a key force in the modernization of the nursing workforce but is not without potential pitfalls.

Are nursing students still a special case?

Despite the fact that many student nurses can take on extra work to get through their studies, many still receive a superior financial package to other health-care students, whose bursaries have long been means tested. But, asks Lyn Karstadt, as nursing, like midwifery, is poised to become an all-graduate profession, should nursing students still receive special financial support?

CORRESPONDENCE

Why can't an all-graduate profession work?

Can an all-graduate profession work?

In September the Nursing and Midwifery Council (NMC) approved plans to change pre-registration nursing education to an all graduate qualification in 2015. This decision follows an extensive consultation as part of the Government's ‘Modernising nursing careers’ initiative and has not been universally welcomed. Many nurses hold the view that a degree doesn't necessarily make a good nurse and that academic achievement cannot replace clinical experience. Others are concerned that the degree entry requirements will prevent sufficient numbers of nurses entering the profession, which will put a further strain on the existing workforce.

Readers panel - Can failure be an

What should an all-graduate profession do with nursing students who narrowly miss out on their degrees?We asked our readers panel

NMC council expected to back switch to all-graduate profession

NMC council expected to back switch to all-graduate profession