Reforming nurse education 2 — implications for teachers and students

Changing pedagogic relationships with students, changing assessment strategies, their new supernumerary position in clinical environments, and reference groups likely to be selected by students are explored.

Abstract

The development of Project 2000 will lead to the reorganisation of nursing knowledge as nurse education enters higher education. This paper explores the implications of these changes for the future of role of nurse teachers and the new choices for professional development as teachers evolve into nursing theorists, lecturer practitioners and educational managers. The paper also explores changing pedagogic relationships with students, changing assessment strategies, their new supernumerary position in clinical environments, and reference groups likely to be selected by students. Finally it examines the ways in which links with higher education and the contributions of non-nurse academics may lead to the reorganisation of course management structures.