Editorial
The good old days of nurse training: Rose-tinted or jaundiced view?

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    2019, Nurse Education in Practice
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    The health needs of any nation are said to be critically dependent on the relevant and appropriate education of its nurses (Turale, 2011), and as such it is vital that nurse educators understand student perceptions of their education, for coordinating their preparation to registrant status. The necessity to ‘hit the ground running’ and the associated ability for new registrants to be equipped with the skills and knowledge to practice effectively, has been long discussed within nursing literature (Wolff et al., 2010; McKenna et al., 2006; Greenwood, 2000). It has been suggested that worldwide, new registrants feel that their pre-registration education has not prepared them adequately for their new working life (Pennbrant et al., 2013; Pike and O'Donnell, 2010).

  • Revisiting task orientated care: Oral histories of former student nurses in Ireland (1960–2001)

    2018, Nurse Education in Practice
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    One participant explained, ‘Your name was in the book and you'd see what you were doing that day, and the worst day was the sluice day because you never saw a patient all day long, bedpans and cleaning’ (EA). During the apprenticeship model of nurse training, nurses were seen as ‘handmaidens, subservient, dependent and unthinking’ (McKenna et al., 2006, p. 135). During the 1950s and 1960s, being kind, neat and amenable to discipline were valued as student nurse characteristics (Jinks et al., 2014).

  • What is a nursing research journal?

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  • The duality of professional practice in nursing: Academics for the 21st century

    2011, Nurse Education Today
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    In reality it is often the academic aspirations that are likely to be denigrated. Many, including nurses themselves express regret that nursing education has been removed from vocational roots and transplanted into HE (McKenna et al., 2006). An analysis of historical attrition rates from UK nurse training however reveals that in the 1960s attrition stood at 50% and this figure remained high until the reform of UK (United Kingdom) nurse education in the early 1990s (McKenna et al., 2006).

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