The knowledge and skills of pre-registration masters' and diploma qualified nurses: A preceptor perspective.

The role of nurse preceptor in the UK functions to support and nurture newly qualified staff during transition to accountable practitioners. Transition is a stressful time for all new staff, whether diplomates or graduates. Preceptors are in a prime position to assess the competence and confidence of new staff, and observe their fitness for practice. Studies show variable evidence concerning the benefit to practice of nurses with degree compared to diploma education. This exploratory study investigated preceptors' perceptions of differences in the knowledge and skills displayed by staff from a three-year Diploma programme (DNs), and four-year pre-registration Master in Nursing degree (MNs), run by one School of Nursing. In the first months DNs were said to exhibit more confidence in practical skills while MNs showed academic and analytic skills. Although DNs related well to patients, MNs were better able to communicate with professional colleagues. By six months MNs overtook DNs in their overall confidence. Preceptors valued both DNs and MNs for the skill mix they brought to nursing and the benefit of patient care. Further exploration of preceptors' views would inform education staff and advise preceptors and managers regarding newly qualified nurses.

Lecturers' and students' perceptions of portfolios in an English School of Nursing.

AIMS: This study was aimed at comparing perceptions of portfolios between student nurses at the early and latter stages of their training and how they compare with their lecturers' perceptions. BACKGROUND: Portfolios are used widely in nurse education. There has been research into how portfolios are perceived and understood, but there is little evidence into how student nurses and lecturers compare quantitatively in perceptions of portfolio use. DESIGN: Survey. METHOD: Forty-eight nursing lecturers and 413 nursing students, from a multi-centred School of Nursing in the UK, completed a questionnaire. Data were analysed with exploratory factor analysis, varimax rotation of the factor solution, internal consistency analysis, and analysis of variance. RESULTS: Five factors were extracted, which were labelled: (1) portfolios as a means of skills acquisition, (2) other means of teaching and learning beyond using portfolios, (3) processes of showing the portfolio to others, (4) having favourable attitudes towards portfolios and (5) lecturers' ability to share knowledge about portfolios. Scales developed from these five factors had high levels of internal consistency. Lecturers were the most positive of the three respondent groups in their views of portfolios, whereas third- and fourth-year students were the least positive. There were significant differences between student nurses and their lecturers, concerning how information on portfolios is communicated by the lecturer. CONCLUSION: There were significant discrepancies between lecturers and student nurses in their views on how portfolios are used. The value of portfolios becomes less salient to student nurses towards the end of their training. RELEVANCE TO CLINICAL PRACTICE: Lecturers and clinical mentors need to look at students' perceptions and why some nursing students' views on portfolios deteriorate. There could be regular discussions with students to see how and why the students begin to see portfolios as less useful for their education and continual professional development.

Early nursing career experience for 1994-2000 graduates from the University of Nottingham.

AIM: This paper reports the views of nurses graduating from the University of Nottingham School of Nursing, UK, 1994-2000, Bachelor of Nursing (Hons) course, concerning career aspirations, progress and reflections on their qualification. BACKGROUND: Alongside academic knowledge and practical skills, this four-year Bachelor of Nursing course aimed to develop students' critical thinking and research skills. The degree's effect on nurses' career trajectories is unknown. METHODS: Self-completion questionnaires employing open and closed questions were sent to graduates 9 months after graduation and at intervals over the next 6 years. RESULTS: Most respondents were confident and motivated in their nursing careers. Promotion, increased responsibility, further study, specialization and qualifications were career priorities. Recent qualifiers also focused on changing jobs, travel and working overseas. CONCLUSION: The graduates' experience has salience for nurse managers, especially when matching graduates against post outlines within the knowledge and skills framework, considering staff skill mix, and advising graduates about their development and assisting them to find satisfaction in their nursing careers.

Student nurses' knowledge, skills and attitudes towards the use of portfolios in a school of nursing.

AIMS: The aims of this study are to examine the knowledge, skills and attitudes of student nurses about the value and purpose of portfolios and their relevance for professional development. BACKGROUND: Portfolios have become an integral aspect of student centred learning within nursing. The literature is generally positive about the benefits of portfolios but questions remain about their effective implementation. METHOD: A questionnaire was used to survey student nurses about the use of portfolios as a learning tool. The questionnaire was developed specifically for this study and was structured around a knowledge skills and attitude framework. RESULTS: The sample was 413 preregistration student nurses in one school of nursing in the UK across course, year of study and branch of nursing. The main findings reveal that students are unclear but positive about the purpose and use of portfolios. Specifically, academic tutors do not provide sufficient direction in the development of their portfolios. There is also evidence that students found portfolios more useful for exploring the 'art' of nursing, rather than the 'technical' skills of nursing. Students also reported that they would welcome a dedicated portfolio module. CONCLUSION: Students struggle with what is useful about portfolios and are unsure about its purpose. Nonetheless, they are positive towards portfolios as a learning tool and seem to acknowledge the usefulness of portfolios for professional development. RELEVANCE TO CLINICAL PRACTICE: The importance of portfolios for professional development is now being emphasized but how academic tutors and clinical mentors support their development remains unclear. This study provides understanding about what support students would value.

Predictors of academic success in a Bachelor of Nursing course.

A longitudinal study of one Bachelor of Nursing course (n=181) was carried out to determine the relationship between academic outcomes and pre-entry qualifications and to discuss the progress and success of students with conventional and non-conventional qualifications. A multi-linear regression analysis was used to determine which pre-entry qualification best explained the variation in the course marks. Results identified that the number of GCSE A grades obtained significantly predicted success on the BN course. On the basis of this finding it has been suggested that the new AS levels, introduced as part of the reformed 16-19 curriculum, may have greater predictive value than current A levels since they allow a broader range of study. Students entering the course with non-conventional qualifications were found to achieve slightly lower marks throughout the course and had a high rate of attrition. Further research is needed to replicate these findings and to determine whether high grades in any specific subject, for example Biology, improve the predictive value of pre-entry qualifications.