Assessment of learning in contemporary nurse education : Do we need standardised examination for nurse registration?
- Authors: Wellard, Sally , Bethune, Elizabeth , Heggen, Kristin
- Date: 2007
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 27, no. 1 (2007), p. 68-72
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- Description: In Australia and Norway final examinations to determine eligibility for registration as a nurse were discontinued during the period when nurse education moved into the higher education sector. In response to recent calls for the reintroduction of final examinations we explore the range of knowledge needs for the practice of nursing. These various forms of knowledge demand different forms of mediation and acquisition as well as assessment. There are numerous problems identified in the literature about the shortcomings of examinations as the foundation of assessing clinically based professions. There is a need to develop systems of appropriate assessment to ensure that graduates of nursing demonstrate adequate knowledge and competence to enter their profession. © 2006 Elsevier Ltd. All rights reserved.
- Description: C1
- Description: 2003002546
Clinical nursing professoriate : Reflections on Australian experiences
- Authors: Wellard, Sally , Heggen, Kristin
- Date: 2006
- Type: Text , Journal article
- Relation: Norwegian Journal of Nursing Research Vol. 2, no. 8 (2006), p. 13-21
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- Description: Nursing, as a new discipline in the academic world, has to combine scientific traditions with its identity as a clinical profession. Joint clinical professorial appointments have been established in order to combine these two worlds.
- Description: C1
- Description: 2003001976
The nursing home as a home : A field study of residents' daily life in the common living rooms
- Authors: Hauge, Solveig , Heggen, Kristin
- Date: 2008
- Type: Text , Journal article
- Relation: Journal of Clinical Nursing Vol. 17, no. 4 (Feb 2008), p. 460-467
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- Description: Aim. This Norwegian-based study investigates how and to what extent the idea of the nursing home as a home has been realized. Background. For the last two decades, Norway, as other Western Country has had an explicit national policy that nursing homes should become more like homes. The research literature indicates that residents in nursing home seem to lack the opportunities to maintain a private sphere. Design. A field study design was conducted. Methods. Data were collected in 1999 in two long-term units in a traditional nursing home by using participant observation and interviewing the residents. A phenomenological hermeneutic analysis strategy was used to get an impression of the residents' everyday life. Results. The residents spend most of their time in the common living room. The common living room has an ambiguous boundary between the public and private spheres, unlike the clear boundaries characterizing a home. The relationship among the residents is fragile, and the residents who can, withdraw from the common living room. Conclusions. Despite having single rooms and more home-like interior decoration, the residents in nursing home still have reduced opportunity to develop a private everyday lifestyle. The long-term unit examined in this research had a forced relationship between the residents, and the residents with best health resources systematically withdraw from the common area to control both where and with whom they wish to spend their time. Relevance to clinical practice. This study lays the foundation for rethinking daily routines in long-term units in nursing homes. One way to realize the idea of the nursing home as a home could be to define the living room as a clear public area and to give the residents a chance to develop a more private lifestyle by alternating between their private rooms and a public common living room.
- Description: C1
Picture of Norwegian clinical learning laboratories for undergraduate nursing students
- Authors: Wellard, Sally , Solvoll, Betty-Ann , Heggen, Kristin
- Date: 2009
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 9, no. 4 (2009), p. 228-235
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- Description: Clinical preparation for practice is a vital part of undergraduate education in nursing. This study explored contemporary constructions of clinical skills laboratories in two nursing undergraduate programs in Norway using qualitative collective case study methods. Data were gathered using individual and group interviews and observation during site visits. The data revealed slightly different ways of organizing teaching and experimenting with use of pedagogical methods to facilitate learning of technical skills as well as encouraging students to activate relevant theoretical knowledge. While there was a lively and striking enthusiasm among staff about the way learning was managed within the laboratories, the pedagogical underpinnings for their particular approaches were less certain amongst participants. The paper concludes with the necessity to provide evidence for the outcome of laboratories learning and investigate suitable pedagogical methods for effective teaching and learning of practice skills. Hence, a need for research on transfer of knowledge and skills between the different sites (academy, clinical settings, and laboratories) is identified. © 2008 Elsevier Ltd. All rights reserved.
- Description: 2003006946