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Stakeholder perceptions of basic nursing education

University of British Columbia

This study addresses three aspects of basic nursing education. First, the study documents the extent to which those people whose views shape nursing education (stakeholders) disagree. Second, the study considers the sorts of reasons offered by nurse educators for curricular choices and, third, it focusses on recommendations for basic nursing education. In the first part of the study, which addresses the first four questions, the sample (n=740) consisted of five groups: nurse service administrators, representatives from the ministries of health and education, representatives from the Registered Nurses Association of British Columbia, nurse educators and physicians. Each person was asked to complete a questionnaire. In the second part of the study, which addresses the fifth research question, the random sample (n = 33) consisted of nurse educators. Each was interviewed by the researcher. Completion of the questionnaire by the five groups revealed that stakeholders differed significantly in their rating of objectives, course content and clinical areas, and in their views of the appropriate type and the length of educational preparation. Much of the disagreement occurred between physicians and other groups. While some agreement was found on objectives, course content and clinical areas among the groups, there was also disagreement among all groups studied. Types of reasons given by nurse educators for particular curricular choices were (in order of frequency): educational, institutional, client, traditional, professional and 'other'. However the emphasis given to these categories varied — depending on the type of educational institution at which the educator was employed. In the third portion of the study the author — considering, among other things, the expressed wishes of the stakeholders surveyed — offers a proposal on the general form basic nursing education in British Columbia might take. It is her opinion that a suitable basic nursing education program should be at least four years in length, be one which allows students a choice of electives and one which offers a choice of clinical specialties.

Text

2010-10-18

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http://hdl.handle.net/2429/29336

Curriculum Studies

University of British Columbia

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