Re-introducing skills teaching to nurse education: an action research project

Pfeil, Michael (2001) Re-introducing skills teaching to nurse education: an action research project. Nurse Education Today, 21 (8). pp. 616-623.

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Abstract

A skills teaching programme for first year nursing students is being developed as an action research project with the participation of lecturers, practitioners of three NHS trusts and first year students. All branches of nursing are equally represented. During the first part of the action research cycle the skills to be taught were decided upon using anonymous questionnaires and branch specific group interviews. The selected skills related to aspects of communication, observation, care planning and nursing activities as well as health care and information technology. The professional and personal development of students was also considered. All branches were able to agree on a common skills teaching programme. During this first part of the action research cycle concerns about the organizational possibility of teaching skills to an ever-increasing number of nursing students and the necessary participation of many lecturers were raised. Nevertheless, all participants emphasized the need to continue the project, requesting the development, implementation and evaluation of a new curriculum based on this research as soon as possible. This research demonstrates how small schools of nursing without the resources of large metropolitan-based medical schools and teaching hospitals can improve or design and implement skills teaching programmes for their students in a logical and research based fashion.

Item Type:	Article
Faculty \ School:	Faculty of Medicine and Health Sciences > School of Nursing and Midwifery (former - to 2011)
UEA Research Groups:	Faculty of Medicine and Health Sciences > Research Groups > Community and Family Health (former - to 2017)
Depositing User:	EPrints Services
Date Deposited:	25 Nov 2010 11:10
Last Modified:	15 Dec 2022 01:51
URI:	https://ueaeprints.uea.ac.uk/id/eprint/13437
DOI:	10.1054/nedt.2001.0668

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