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Biomedical subjects

N Gopee

Publications and source records attributed to N Gopee.

8 recordsLinked to original sources
PubMed2001

Lifelong learning in nursing: perceptions and realities.

Because of ongoing development and changes in health care delivery, lifelong learning, as a concept and a practical activity, has increasingly gained centre stage in the nursing profession. There seems, however, to be no research study on how nurses feel about the introduction and implementation of this notion. Additionally, despite lifelong learning being advocated for all in UK society for a variety of reasons, there are other perceptions of the concept. This article reviews the literature to determine the meaning of the concept, which is then critically analysed in conjunction with aspects of qualitative data elicited from nurses directly involved in clinical nursing practice. Data from 26 semi-structured individual interviews conducted as part of study for a Doctor in Philosophy (PhD) course exploring nurses' perceptions of lifelong learning and analysis of contemporary reports and documents indicate that although there are a number of very useful facets to the concept, there are also certain reservations directed at participation in lifelong learning.

Education, Nursing↗
PubMedDate not supplied

Self-assessment and the concept of the lifelong learning nurse.

Nurses appear to be taking an increasing interest in the concepts of lifelong learning, learning organization and a learning society. With expanding roles and their direct relevance to clinicians' different clinical grades and capacities, lifelong learning becomes an essential component in the achievement of clinical expertize. Lifelong learning is based on the self-assessment of clinical knowledge and competence. However, there are advantages as well as possible problems with both peer and self-assessments, and therefore further development and research is required.

Education, Nursing, Continuing↗
PubMedDate not supplied

Educational leave for lecturers to regain clinical competence: 1.

The clinical credibility and clinical competence of nurse lecturers have presented interesting debate for some years in nursing. While some argue that being clinically competent is an unavoidable necessity for nurse lecturers, others are either ambivalent or believe that they do not have to be clinically competent, being clinically credible should suffice. This article distinguishes between the two terms and presents an analysis of how the latter can be developed through the use of paid educational leave. Such leave, known also as a sabbatical, is one of the possible benefits of being a nurse lecturer within higher education in the UK, and it can be used opportunely as a means of regaining and further developing one's clinical skills and knowledge, if this is perceived as a need. If nurse lecturers value the retention and development of one's own clinical skills and knowledge, then some mechanism should be in place for them to achieve this aim. Johns' (1998) model of structured reflection is used for reflecting on one such experience. The article is in two parts.

Clinical Competence↗
PubMedDate not supplied

Educational leave for lecturers to regain clinical competence: 2.

The way in which nurse lecturers can use paid educational leave (sabbaticals) to develop their own clinical competence is addressed in this article, the second of two parts. The first part (Vol 9(7): 440-4) used Johns' (1998) model of structured reflection to explain the nature of an actual clinical sabbatical. This second part will address the other elements of the model. It focuses on the factors that influenced the decisions made, alternative strategies and the learning that occurred during the author's 3-month leave.

Clinical Competence↗
PubMedDate not supplied

The role of peer assessment and peer review in nursing.

With the implementation of clinical governance and professional self-regulation, substantial responsibility is devolved on to clinical nurses. Central to these two concepts is accountability for practice. We are accountable for our professional competence and knowledge to various parties such as the professional statutory body, the employer, society as well as ourselves. Although self-assessment provides each individual with a medium for ascertaining his/her own level of performance and, therefore, identifying his/her learning needs, peer review and peer assessment provide healthy means for obtaining feedback and external perceptions. They also bring with them several other benefits and meet other recommended professional requirements. Peer review is an intrinsic component of clinical governance, and it can be initiated and implemented at one-to-one, departmental or organizational level.

Clinical Competence↗
PubMedDate not supplied

Quality assurance in a nursing home.

The private nursing home sector must be accountable to its consumers and staff. This article describes an initiative to canvas the views of residents' next of kin and care staff as a basis for quality assurance mechanisms. The authors describe the process, its results and the changes in care provision which have been brought about.

Attitude of Health Personnel↗
PubMedDate not supplied

Referencing academic assignments.

External examiners often identify inaccurate referencing as a weakness in scripts submitted for assessment. This article explores the main aspects of referencing, and offers a protocol for referencing founded on the Harvard (name-date) system.

Bibliographies as Topic↗