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Biomedical subjects

P Ashworth

Publications and source records attributed to P Ashworth.

At least 19 recordsLinked to original sources
PubMed1991

Problems of competence-based nurse education.

The system of nurse education in the UK is undergoing a radical shake-up. Many new courses are being designed and implemented along the lines of the Project 2000 framework. New curricula and course structures are required to meet the changing role of the nurse of the future. Many curriculum design teams are adopting a competence-based model of curriculum to meet these needs. This approach is receiving central encouragement (UKCC 1986). In this paper it is argued that this strategy is faulty and ill-conceived; the inherent difficulties of the competence-based model of curriculum design are highlighted. These issues are of fundamental concern to nurse educators and students in the UK.

Clinical Competence↗
PubMed1990

High technology and humanity for intensive care.

At surface level it is obvious that high technology and humanity are involved in intensive care, since many sophisticated biomedical techniques and machines are used, and all varieties of humankind may pass through intensive care units (ICUs). But it is important to give deeper consideration to the title topic, and it is proposed here to consider first high technology, then human aspects of intensive care, and the context which affects both.

Attitude to Health↗
PubMed1989

Some ambiguities of the student's role in undergraduate nurse training.

Proposed changes in the way in which nurses are educated and trained will lead to stronger links between the academic and practical worlds of nursing. However, little or no attention has been focused on the potential difficulties associated with such a move for the student in this new and changing role. Important ambiguities of the student's role need to be addressed if the degree nursing student is to make the most of available opportunities for learning. In this paper we draw a distinction between two kinds of ambiguity in the role of nursing degree student during clinical placements. The first type is essential to the very nature of degree education in nursing, since the ambiguities here all entail problems in bridging the gap between the world of practical nursing and that of education. They include whether he or she is to regard the role as one of learner or producer of work; whether to become unreflectively acculturated to the organization or to reflect on its norms and values; and the student function within the organization. A second kind of ambiguity is not essential to nurse education, but is an unintended consequence of placement arrangements. The student is thrust into the clinical field as a short-term member of an organization; their position is anomalous and the motive for their involvement is largely different from that of permanent employees. These ambiguities of the role are also the source of important learning opportunities.

Attitude of Health Personnel↗