Abstract
Although pre-registration nursing in the United Kingdom (UK) is moving towards graduate status, the vocational/professional debate is still live. More than a decade after the move into Higher Education (HE) the role of the nursing academic remains controversial, with much of the debate focussed on the issue of clinical credibility. This paper considers the dimensions of academic nursing and introduces the concept of a ‘close to practice’ model of working.
| Original language | English |
|---|---|
| Publication status | Published - 1 Jan 2010 |
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Keywords
- nursing academic
- nursing education
Cite this
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Working 'close to practice’: academics for the 21st century. / Andrew, Nicky.
2010.Research output: Contribution to conference › Paper
TY - CONF
T1 - Working 'close to practice’: academics for the 21st century
AU - Andrew, Nicky
N1 - <p>Paper presented at the NET2010 International Networking Education in Healthcare Conference, University of Cambridge, UK, 7-9 September 2010.</p>
PY - 2010/1/1
Y1 - 2010/1/1
N2 - Although pre-registration nursing in the United Kingdom (UK) is moving towards graduate status, the vocational/professional debate is still live. More than a decade after the move into Higher Education (HE) the role of the nursing academic remains controversial, with much of the debate focussed on the issue of clinical credibility. This paper considers the dimensions of academic nursing and introduces the concept of a ‘close to practice’ model of working.
AB - Although pre-registration nursing in the United Kingdom (UK) is moving towards graduate status, the vocational/professional debate is still live. More than a decade after the move into Higher Education (HE) the role of the nursing academic remains controversial, with much of the debate focussed on the issue of clinical credibility. This paper considers the dimensions of academic nursing and introduces the concept of a ‘close to practice’ model of working.
KW - nursing academic
KW - nursing education
M3 - Paper
ER -