PubMed · 4499626
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J P Tyndall. 1974. Beginning a baccalaureate nursing program.. https://pubmed.ncbi.nlm.nih.gov/4499626/
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Essay writing has recently emerged as an important tool in the appraisal of nursing students at pre- and post-registration level. However, despite its popularity, this activity seems to be somewhat taken for granted. Undoubtedly some nursing students find the transition to essay writing in Higher Education difficult. They seem unaware of assessment procedures, the importance of feedback and more importantly the individual sub-processes which go to make up the process of writing itself. Consequently, the essay is seen as a task and not as an opportunity for learning. This paper is aimed at pre- and post-registration nursing students and their teachers. The paper seeks to reveal some of the research evidence around essay writing. Under the heading of research, four areas are explored. These include the context of essay writing; writing itself; essay planning and finally perspectives on essay writing. The implications of this research are then examined under the separate headings of assessment procedures and the nature of teachers' feedback comments. ... The Essay then, is not a routine exercise, a chore for the student to write, a chore for the professor to read. It is, if properly approached by both parties, education in the truest sense. (Harris & McDougall 1958, p viii)
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This paper seeks to examine two systems designed for thinking about and improving the understanding of quality assurance in nurse educator functions, using Total Quality Management (TQM) principles. The first system is concerned with what needs to be done to realise major goals and objectives. The design parameters, adapted from established quality concepts, are those quality characteristics specifically associated with nurse educator functions--perceived as a set of services. The second system considers how things should be done. How policy statements can be translated into specific educator behaviours and practices that publicly assert institutional values to student customers within a process of continuous quality improvement. Further sections look at the integrated working of the systems and discuss system implications. A final summary exhorts nurse educators to forge closer working relationships with their student customers to fashion a quality service.