Stanton, Angela (1994) Developing nurse teachers for diploma level. PhD thesis, University of Warwick.

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Abstract

A strategic approach, utilising two sequential action
research cycles over a two year period, was adopted to
prepare teachers in one college for nursing and midwifery
for diploma level courses. Ini tially, a link wi th higher
education was developed, a policy for staff development
implemented, and diploma level courses were planned. A
survey of 63 teaching staff revealed their misconceptions
about diploma level courses.
During the second cycle, conjoint validation and subsequent
implementation of diploma level courses were achieved. A
staff development progammme was planned and implemented to
prepare teachers for new roles and responsibili ties wi th
diploma level courses. Five exploratory visits to other
colleges of nursing were undertaken to valida te the
approach adopted to staff development. Four were in England
and one in Norway. Critical incident techniques and semistructured
interviews of 7 education managers and a sample
of 12 teachers were conducted to evalua te the programme's
effectiveness. Teachers had an enhanced awareness of
academic level in courses and were more confident to teach
at diploma level. They were still inexperienced and
uncertain about diploma level assessment and the
integration of diploma level intellectual skills into
practice settings.
Theory has emerged from the research concerning the ongoing
development of intellectual skills of nurses and midwives
wi thin an academic framework incorpora ting a taxonomy of
cognitive skills, self-directed learning and reflective
practice. The central component of all these aspects is
tha t of cri tical thinking which respondents identified as
the characteristic which differentiated diploma level
courses from previous training approaches.
The eclectic staff development approach within a policy
framework including individual performance review, achieved
both individual and organisational development and
contributed to the creation of corporate identity and
cri tical awareness amongst staff. The programme also
familiarised teachers with higher education approaches to
course delivery prior to the impending merger of nurse
education with higher education.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	R Medicine > RT Nursing
Library of Congress Subject Headings (LCSH):	Nursing -- Study and teaching, Teachers -- Training of
Official Date:	August 1994
Dates:	Date Event August 1994 Submitted
Institution:	University of Warwick
Theses Department:	Department of Continuing Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Duke, C. (Christopher)
Extent:	xi, 344 p.
Language:	eng

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