Routledge International Handbook of Nurse Education

421 Pages·2019·5.656 MB·English

by  Sue Dyson (editor), Margaret McAllister (editor)

ROUTLEDGE INTERNATIONAL
HANDBOOK OF NURSE EDUCATION
While vast numbers of nurses across the globe contribute in all areas of healthcare delivery
from primary care to acute and long-term care in community settings, there are significant
differences in how they are educated, as well as the precise nature of their practice. This
comprehensive handbook provides a research-informed and international perspective on the
critical issues in contemporary nurse education.
As an applied discipline, nursing is implemented differently depending on the social, pol-
itical and cultural climate in any given context. These factors impact on education, as much
as on practice, and are reflected in debates around the value of accredited programmes, and
on-the-job training, apprenticeship, undergraduate and postgraduate pathways into nursing.
Engaging with these debates amongst others, the authors collected here discuss how,
through careful design and delivery of nursing curricula, nurses can be prepared to under-
stand complex care processes, complex healthcare technologies, complex patient needs and
responses to therapeutic interventions, and complex organizations. The book discusses his-
torical perspectives on how nurses should be educated; contemporary issues facing educators;
teaching and learning strategies; the politics of nurse education; education for advanced
nursing practice; global approaches; and educating for the future.
Bringing together leading authorities from across the world to reflect on past, present and
future approaches to nurse education and nursing pedagogy, this handbook provides
a cutting-edge overview for all educators, researchers and policy-makers concerned with
nurse education.
Sue Dyson is Professor of Nursing at the University of Derby, United Kingdom. Sue is
a nurse and midwife by professional background. Her research focuses on volunteerism and
volunteering, and is concerned with exploring links between student volunteering, critical
thinking, compassion and critical pedagogy.
Margaret McAllister is Professor of Nursing at Central Queensland University, Australia.
With a background in nursing, mental health nursing, education and cultural studies, Marga-
ret teaches in the Master of Mental Health Nursing and has research expertise in Narrative
Therapy and Narrative Research.

ROUTLEDGE
INTERNATIONAL
HANDBOOK OF NURSE
EDUCATION
Edited by Sue Dyson and Margaret McAllister
Firstpublished2020
byRoutledge
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andbyRoutledge
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ISBN:978-0-8153-5886-2(hbk)
ISBN:978-1-351-12167-5(ebk)
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bySwales&Willis,Exeter,Devon,UK
CONTENTS
Listoffigures viii
Listoftables ix
Listofboxes x
Acknowledgements xi
Listofcontributors xii
Foreword xx
SECTION1
Globalperspectivesonnurseeducation
Foreword:MargaretMcAllister 1
1 Ahistoryofnurseeducationandtheclinicalnurseeducator 3
BillWhitehead
2 NursingeducationinAustralia 21
MargaretMcAllister,KatrinaCampbellandColleenRyan
3 HistoryofnursingeducationintheUnitedStates 30
SandraB.LewensonandAnnemarieMcAllister
4 Thedevelopmentandcurrentchallengesofnursingeducation
inHongKong 50
ShirleySiu-yinChing,KinCheungandYimWahMak
5 AhistoryofnurseeducationintheBailiwickofGuernsey 64
TraceyMcClean
v
Contents
6 HistoricaldevelopmentofnursingeducationinAfrica 78
KwadwoKorsah
7 Crossingbordersineducation:aconceptualandcontextualapproach 88
TeresaStoneandMargaretMcMillan
8 CollaborativeOnlineInternationalLearning(COIL):anewmodel
ofglobaleducation 103
TeddiePotterandHelgaBragadóttir
SECTION2
PedagogyinNurseeducation
Foreword:SueDyson 115
9 Transformativelearning:globalapproachestonurseeducation 117
MargaretMcAllisterandColleenRyan
10 Reintegratingtheoryandpracticeinnursing:knowledgeandtheories
ofpracticelearning 130
HelenAllanandKarenEvans
11 Clinicalteachingandassessmentinnursing 148
ColleenRyan
12 Simulationinnursingeducation 159
LeeanneHeaton,KerryReid-SearlandRachelleCole
13 Exploringarts-basedpedagogiesinnurseeducation:TheARTEframework 174
TrishHafford-Letchfield,KateLeonardandWendyCouchman
SECTION3
Contemporaryissuesinnurseeducation
Foreword:MargaretMcAllister 187
14 Publichealthinnurseeducation 189
MzwandileA.Mabhala
15 Learningtokeeppatientssafe 200
HelenAllan,CarinMagnussonandAlisonSteven
16 Researchinand“of”nursingpractice:doctoraleducationinnursing 213
HelenAllan
vi
Contents
17 Expandinglifelonglearningopportunities:findinginterprofessional
modelstoforgechange 232
ReneeS.Kumpula
18 Globalapproachestointerprofessionaleducation 243
DawnForman,RogerDunston,SimeonMining,SueFyfe,KerynBolte,
MarionJones,TagridYassinandAlistairTurvill
19 Dyslexiaandnurseeducation 258
RachaelMajor
20 E-professionalismandnurseeducation:theAwarenesstoAction(A2A)
educationalframework 275
GemmaSineadRyan
SECTION4
Nurseeducationandsocialcommentary
Foreword:SueDyson 293
21 Thepoliticsofnurseeducation 295
MichaelTraynor
22 Recentdevelopmentsininterprofessionalhealthcareleadership 306
PriyaMartinandDawnForman
23 Approachesforaddressingdiversityinnursingeducation 318
ReneeS.Kumpula
24 Technologisationofnursingeducation 334
DavidRobertshaw
25 Nursingeducationandhealthcareinthecontextoftheecologicalapproach 346
RutaRenigere
26 Thinkwell,practisewell:Teachingnursestudentstothinkcritically 361
SteveParkerandSandraEgege
27 Volunteeringastransformativepedagogyinnurseeducation 374
SueDyson
Index 385
vii
FIGURES
7.1 Aconceptualmodelforcurriculumdevelopment(adaptedfromConway,
Little,&Fitzgerald,2011) 91
8.1 BenefitsofCollaborativeOnlineInternationalLearning(COIL) 112
8.2 ChallengesofCollaborativeOnlineInternationalLearning(COIL) 112
10.1 Puttingknowledgetoworkframework.CR,contextre-contextualisation;
LR,learnerre-contextualisation;PR,pedagogicre-contextualisation;
WR,workplacere-contextualisation 141
12.1 Tagteamsimulation(Levett-Jonesetal.,2015) 165
12.2 Phasesofsimulation(MonashUniversity,2019) 167
15.1 Knowledgecontexts,emotionalsafetyforlearningandknowledgere-
contextualisation 206
18.1 Sequencingthestudies 246
20.1 AwarenesstoAction(A2A)assessmentprocess 287
25.1 Dyadicrelationshipsintheprocessofeducationandhealthcarepractice 350
26.1 PaulandEldermodelofcriticalthinking(Paul&Elder,2014) 370
viii
TABLES
1.1 Balancebetweenlearningandworking 11
8.1 Partnership-basedglobalperspective 109
9.1 Branchesoftransformationallearning(TL) 120
11.1 Componentsoftheclinicalteachingrole 151
11.2 Aselectionoftheoriesforclinicalteaching 154
12.1 Modalitiesofsimulation 162
13.1 Activate,research,teach,evaluate(ARTE)frameworkforarts-basedpedagogy
(ABP) 179
16.1 ComparisonbetweenthesissubjectsofclinicaldoctorateandtraditionalPhD
students 226
18.1 Thetutorialprocess 255
22.1 Rightsandresponsibilitiesinclinicalsupervision 314
25.1 Thecriteriaandindicatorsoftheformationoftheecologicalconsciousness 355
ix