PubMed · 5202148
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S E Allison, B L Cuthbert. 1970. Leave no stone unturned.. https://pubmed.ncbi.nlm.nih.gov/5202148/
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It was about 10 years ago that nurse education moved to the universities. Perhaps, this is a good time to consider what we think of this move. Inevitably, there were advantages and disadvantages to the 'old system' but there is more to it than that. Many of us have clear memories of the preliminary training school, living-in and the greater discipline in those days. These memories are often cherished and for good reason. To appreciate the full depth of change that has taken place we need to look a little further back than 1996, we need to look back to the 1950s and 1960s. This was the heyday of the school of nursing.
The purpose of the study that this article is based on, was to develop and test an appropriate model for Recognition of Prior Learning (RPL) for nurses. To test the model it was implemented in a form of pilot projects by three Nursing Education Institutions. The study adopted a multi phase decision oriented evaluation research design. Stuffelbeam's Context, Input, Process and Product evaluation model was used as a theoretical framework to guide the research process, This article presents the second phase of the RPL development project. The first objective of this phase namely the extent to which the RPL guidelines were followed is discussed. The second objective, identification of any barriers to RPL implementation is also discussed under problems experienced by both RPL advisors and candidates. Recommendations are made based on the barriers.