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Continuing education
NURSE EDUCATION TODAY
Nurse Education Today
Continuing education THE NEED for continuing education has been slowly acknowledged over the last decade but today, in a climate of accelerating change on all sides, that need has intensified. A planned approach to continuing education which has the support of total organisational involvement could keep staff not only coping with change but responding to it creatively and constructively. There appear to be different groups attempting to meet different needs: the need for clinical expertise for diplomas and degrees for management training and.r sometimes the poor relation, the need for in-service staff development programmes. I wonder if the main purpose (if it is known) gets lost in a morass of competing interests. By joining forces much energy and resources might be freed for spending on collaborative planning, on integrating activity, sharing goals, policy resources, learning to work- together and learning to listen to each other. Learning to listen and to respond to what nursing research is saying is essential. For example, recent research into learning in the clinical situation indicates a number of 'critical' areas for consideration for those concerned with the continuing education of ward managers. Marson's and Alexander's research into learning in the clinical areas shed light on the quality of the learning transaction. Marson points to the importance of the ward sister as a role model and to the need to develop interpersonal skills. Margaret Ogier's study on the leadership styles of ward sisters also highlights the importance of interpersonal skills and levels of directiveness linked to the sister's role. In reporting their research Orton, Pembrey, Fretwell and Runciman's studies all emphasise the centrality of the ward sister's management and teaching role. These studies contain many implications for staff development. Introducing change of any kind into an organisation puts a strain on those who have to implement that change. Planned development of an input of integrated staff training programmes could considerably ease the introduction of new ideas. Any attempt to change the way we nurse by using the students of nursing only is fraught with difficulty. Continuing education must be available to all. It is a major tool in enabling the development of self-critical autonomous professionals striving for excellence in whatever branch of nursing they work in. INational directives will have little effect if need is not acknowledged by practical commitment at local management level. If the quality of the service that nurses give is important, it should be labelled 'essential business today' rather than 'priority in the future'.
Jean Heath
2
©
198·1 LongmanGroup Ltd.
Nurse Education Today
Continuing education THE NEED for continuing education has been slowly acknowledged over the last decade but today, in a climate of accelerating change on all sides, that need has intensified. A planned approach to continuing education which has the support of total organisational involvement could keep staff not only coping with change but responding to it creatively and constructively. There appear to be different groups attempting to meet different needs: the need for clinical expertise for diplomas and degrees for management training and.r sometimes the poor relation, the need for in-service staff development programmes. I wonder if the main purpose (if it is known) gets lost in a morass of competing interests. By joining forces much energy and resources might be freed for spending on collaborative planning, on integrating activity, sharing goals, policy resources, learning to work- together and learning to listen to each other. Learning to listen and to respond to what nursing research is saying is essential. For example, recent research into learning in the clinical situation indicates a number of 'critical' areas for consideration for those concerned with the continuing education of ward managers. Marson's and Alexander's research into learning in the clinical areas shed light on the quality of the learning transaction. Marson points to the importance of the ward sister as a role model and to the need to develop interpersonal skills. Margaret Ogier's study on the leadership styles of ward sisters also highlights the importance of interpersonal skills and levels of directiveness linked to the sister's role. In reporting their research Orton, Pembrey, Fretwell and Runciman's studies all emphasise the centrality of the ward sister's management and teaching role. These studies contain many implications for staff development. Introducing change of any kind into an organisation puts a strain on those who have to implement that change. Planned development of an input of integrated staff training programmes could considerably ease the introduction of new ideas. Any attempt to change the way we nurse by using the students of nursing only is fraught with difficulty. Continuing education must be available to all. It is a major tool in enabling the development of self-critical autonomous professionals striving for excellence in whatever branch of nursing they work in. INational directives will have little effect if need is not acknowledged by practical commitment at local management level. If the quality of the service that nurses give is important, it should be labelled 'essential business today' rather than 'priority in the future'.
Jean Heath
2
©
198·1 LongmanGroup Ltd.