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Yes / The nursing profession is undergoing significant change. The most apparent being: the recent progress to an all-graduate profession; the continued reforms following the findings of the Francis Report (2013) and the sustained restructuring of the health service that seeks to effectively manage the increasing demands placed upon it (NHS 2014). Educational programmes in nursing have developed curriculum that places self-determined learning at the heart of professional practice. This heutagogical approach extols the value of reflective practitioners that empower the development of evidence based practice. Throughout this process students are supported by scholarly mentors. In light of the significant changes and the continued challenges to nurse education this paper will seek to critically analyse the seminal work of Boyer, (1990) in which he sought to challenge the out-moded ideology of scholarship and propose a more enlightened contemporary framework, which all academics can utilise in order to encourage a more dynamic, systematic approach to learning.

The changing demographic UK population in terms of cultural, racial and ethnic mix demands mental health nurses to be educated in ways that will enable them to provide care that is both efficient and culturally appropriate to the diverse population they will serve. However, reported studies indicate that professional nurses, particularly mental health nurses, are not ready to meet the challenges posed by an increasingly culturally diverse society. These have raised questions about the undergraduate nursing education's readiness to develop a mental health work force that is capable of delivering effective mental health services to a multicultural population. The aim of the study was to explore and gain an understanding of cultural competence education from the perspectives of the key participants involved in the undergraduate mental health nursing education within the UK context, and to use the findings to develop a conceptual framework of developing cultural competence. Qualitative grounded theory approach was the method of inquiry used to collect and analyse interview data from the experiences and views of senior lecturers, third year mental health student nurses, clinical sign-off mentors and student mentors within the universities that offer pre-registration mental health nurse training in the West Midlands Region. Analysis of the research findings resulted in an emergent conceptual framework that explains how cultural competence is developed in the undergraduate mental health nursing curriculum in terms of content, processes, strategies, actions and approaches that are considered effective. The findings of this study revealed a degree of consistency between the views of the current study participants and what the literature describes as frameworks for developing cultural competence. The main theoretical constructs emerging from the study fit into a cultural competence frameworks encompassing awareness, knowledge and skills. Whilst some of the themes and theoretical constructs emerging from the results of the interview data were generally consistent with those indicated in the cultural competence literature, there were some other themes that emerged from the study participants on what was required within the curriculum in order to educate student nurses in ways that will enable them to work effectively and culturally appropriately with clients from diverse cultural backgrounds. The additional bridging theoretical construct included ‘conscious of the dynamics and discourse of intercultural education’ which was a result of the differing ideological views about current curricula and how issues of cultural competence could best be addressed within the curricula. The strategies of ‘engagement of local experts to assist in teaching cultural competence specific areas’ and ‘creating educational activities that challenge stereotypes, prejudice, discrimination and religious intolerance’ also expands the current literature by providing evidence to support some of the conceptualisations regarding some of the educational intervention strategies to cultural competence. This study is significant as it represents the first attempt to develop a conceptual framework of developing cultural competence within the UK context based on the perspectives of those directly experiencing the undergraduate mental health nursing education, using qualitative grounded theory approaches. Exploring and developing the conceptual framework from the perspectives of the neglected silent voices of the key participants who are directly involved in the undergraduate nurse training within the UK context, contributes to the existing research in this area and provides a view not currently presented in the nursing literature.

<p>This study focuses on the nurse education at Uppsala University and more precisely on the final semester of practical training on site, where nurse students are instructed and supervised by their professional equivalents. This training period is supposed to enable the symbiosis of theoretical and practical knowledge for the student, turning her into a fully educated and independent professional. However, the period is however not unproblematic. The aim of the study is therefore to explore this practical training period with particular emphasis on the perceptions held by nurse students and nurse instructors regarding the prerequisites, process and outcome of this training.</p><p>Based on a theoretical framework that draws on Wenger’s social theory of learning and its concept of communities of practice a case study is conducted focusing on the municipality of Uppsala. Interviews with three nurse students and three nurse instructors were carried out. The empirical findings suggest that the training period is an essential part of the nurse education where nurse students’ theoretical knowledge becomes instrumentalised. However, the period has many shortcomings such as a lack of continuity and an unnessary complexity that limit the practical knowledge that can be gained by the nurse students.</p>

The preparation of newly qualified nurses has raised many professional debates and yet the ‘end product’ of nurse education, the qualified nurse continues to demonstrate knowledge and skill deficits in areas considered essential to patient care. Technological advances in an ever-changing and complex clinical environment mean that certain acute clinical skills have become routine for the qualified nurse and yet few educational institutions and NHS Trusts in the UK have seen the need to address this within the pre-registration nursing curricula. This study, questions whether the pre-registration nursing curricula is failing newly qualified nurses by not adequately preparing them to cope with the complexities of practical skills within the clinical environment. This skill deficit is rectified on qualifying when nurses rapidly equip themselves with skills that are considered essential for practice. Using a constructivist paradigm and a mixed methods research approach, the opinion of key stakeholders in pre-registration nurse education was sought. Focus groups and surveys were conducted with skills teachers to ascertain essential skills. Constructive alignment theory (Biggs 1999) was tested with two student cohorts from a pre-registration nursing programme (n=58). Comparisons were made between an experimental group who acquired certain skills during their pre-registration programme and a control group who had not acquired those additional skills. The programme was evaluated using Stake’s (1967) countenance model of evaluation. Data were analysed using SPSS, constant comparative analysis and triangulation. The findings confirmed that nurses should acquire the skills investigated in this study, but differences of opinion were found as to when this was acceptable. Favourable results for the experimental group were demonstrated indicating the need to provide nurses with the additional skills prior to qualifying. The study also identified other like-minded UK nurse educators who had been innovative with their skills’ curricula. Nursing curricula can be successfully underpinned by an educational theory such as constructive alignment providing added value to the learner and enablingnurses to enter the profession fit for practice and purpose. To further enhance the quality and standard of provision, the following are recommended: strengthening the collaborative relationships between the key stakeholders for nurse education, as well as promoting interprofessional learning and skills development. This will help improve the international credibility for the UK skills curricula.

This thesis: "The current status of pediatrics nurse field and its impacts on practice" deals with actual problem and it means education of pediatrics nurses. There were set two targets: 1. Changes in pediatrics nurses field in time. 2. Detections of problems in education of pediatrics nurses that are caused by new changes in the study program. These targets were specified by four research points and three hypothesis yet. Implementation of research was carried by a combination of qualitative and quantitative research methods. Five head nurses participated to the research and then one hundred nurses from children's unit in hospital as well. Our research was divided in three parts. In the first there were made interviews with head nurses. We used semi - structured form. In second phase we spread our written survey in pediatrics nurses who are working in children's unit. It was created an online survey mainly for students of medical disciplines for comparison. In last phase there were analyzed documents of work load of nurses from children's unit. Results show that in practice there we are able to see many problems. Pediatrics nurses who completed their education in high school grow old. New ones are missed and it means that like pediatrics nurses work general nurses as well. In our survey we found out that nurses with different length of practice are the same opinion on education. Then that pediatrics and general nurses, who are working in children's unit perceive the problems equally. But nurses with different length of practice are different opinion on actual long of study. Final results of this thesis will be published in professional journal.

This study focuses on the nurse education at Uppsala University and more precisely on the final semester of practical training on site, where nurse students are instructed and supervised by their professional equivalents. This training period is supposed to enable the symbiosis of theoretical and practical knowledge for the student, turning her into a fully educated and independent professional. However, the period is however not unproblematic. The aim of the study is therefore to explore this practical training period with particular emphasis on the perceptions held by nurse students and nurse instructors regarding the prerequisites, process and outcome of this training. Based on a theoretical framework that draws on Wenger’s social theory of learning and its concept of communities of practice a case study is conducted focusing on the municipality of Uppsala. Interviews with three nurse students and three nurse instructors were carried out. The empirical findings suggest that the training period is an essential part of the nurse education where nurse students’ theoretical knowledge becomes instrumentalised. However, the period has many shortcomings such as a lack of continuity and an unnessary complexity that limit the practical knowledge that can be gained by the nurse students.

This thesis investigates how individual student nurses construct a body of knowledge that is appropriate and able to support or underpin their practical experiences in the early part of their undergraduate pre-registration nursing programme. It is an exploration of how contemporary nursing students link theory, that is fit for purpose, with the art and skills that are pre-requisite for competent nursing practice. The study is written from the perspective of a senior academic and perceived gatekeeper of professional nursing standards, and uses personal and professional writing to illustrate the ontological stance adopted. Working with the core concepts introduced by Bernstein (1975), Von Glasersfeld (1989), Mezirow et al (2000) inter alia, an emergent research methodology is employed. A questionnaire is used to confirm that the Higher Education Institution where the research was conducted was typical in the UK at the time; web logs (blogs) are used to explore the individual experiences of ten student nurses; and this is supplemented by interviews, naturally occurring and other data to illuminate, extend and contextualise the findings. The findings underpin the construction of a recursive model that links heads, hands and hearts with a central focus on viable knowledge, this being the knowledge that guides practice. The contribution of this study to practice relates to the recognition that knowledge must be presented and transmitted in a viable fashion with practice being maintained as pivotal to the educational process, and the recommendations of the study for curriculum design and delivery reflect this. The research concludes that viable knowledge that is dependent upon the centrality of practice in nurse education should become the defining attribute of the nurse of the future.

The theme of the diploma thesis Competencies of Nurses in Traumatology Outpatient Departments deals with a view of nurses of the existing competencies and the opinion on the increase. It is also mentioned the opinion of nurses about university-educated nurses, who work just for the traumatology outpatient departments, their importance and necessity. The aim of this diploma thesis is (besides the focusing on the competence growth) to analyse the actual interest of nurses in the personal competence growth and map the range of medical acts which are performed by the nurses. The theme of the competencies of the nurses nowadays is the current problem that must be solved. There are two aims of this thesis aim one: to determine the interest of nurses to increase competencies; aim two to map the opinions of nurses on increasing competencies. On the basis of the aims two hypotheses are introduced. Hypothesis one: the interest in increasing competencies is affected by the length of the practice; hypothesis two: the interest in increasing competencies is affected by education. To achieve the aims and hypotheses verification it was carried out a quantitative research using questionnaires. The questionnaires were addressed to nurses working at the traumatology outpatient departments in different hospitals. A total of 103 questionnaires were processed; it is represented by a different spectrum of the length of practice as well as the age range. In this thesis two research questions are set. Question one: what is the opinion of the nurses on increasing competence; question two: what is the range of medical acts that the nurses perform. To determine the results of the qualitative research it was used an in-depth interview with selected nurses who work at the traumatology outpatient department. A total of 10 interviews were carried out to supplement more accurate information. The survey results show that the nurses are interested in increasing their competencies, particularly in the area of decision-making and minor injuries treatment. However, a statistical evaluation of hypotheses shows that interest in the competencies is affected neither by the length of education nor the length of practice. It follows that neither hypothesis is confirmed. Statistically, the values are without mutual influence. The answer to the first question of the research also confirms that the nurses would welcome the possibility of increasing competencies, but to a limited extent. The nurses report that they most often treat bruises and minor injuries. Furthermore, limb/extremity fractures and koncové části těla fractures often occur. Among the most common injuries are also lacerations on the head. On the basis of my thesis, it is found that nurses know their competencies, are interested in their increasing and are able to manage them. My proposal is to raise a professional discussion on the topic increasing competencies of the nurses in Traumatology.