AN INTERPRETATION OF THE CHILDREN'S NURSING CONTENT OF UNDERGRADUATE NURSING PROGRAMMES IN THE REPUBLIC OF IRELAND

Hollywood, E. and Nicholl, H. and Murphy, M. and Begley, T. and King, C. (2010) AN INTERPRETATION OF THE CHILDREN'S NURSING CONTENT OF UNDERGRADUATE NURSING PROGRAMMES IN THE REPUBLIC OF IRELAND. Pediatric Research, 68. pp. 653-654.

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Abstract

Caring for the hospitalised child and their family inthe 21st century is extremely challenging. This greatchallenge has evolved as a result in technologicaladvances, increased emphasis on family-centeredcare, ambulatory care and community care. Children's nurses of today's world require complexknowledge to enable them to practice as safe andcompetent practitioners. The Requirements and Standards for NurseRegistration Education Programmes for all pointsof entry to the Irish nursing register are set out byAn Bord Altranais (the Irish Nursing Board). The Requirements and Standards are notexhaustive, individual institutions and universitiesdevelop their own programme of study with approvalfor their curricula from An Bord Altranais. This studyenabled the researchers to determine the currenttheoretical and clinical component of children'snursing in undergraduate degree programmes inthe Republic of Ireland. All institutions that teach undergraduate nursesin the Republic of Ireland were sampled using adescriptive survey with closed and open endedquestions. This study highlighted the diversity oftheoretical and clinical content taught within theIrish setting. By disseminating this information tothe educational institutions and clinical settings, it may allow nurses educators, managers andclinical staff to collaborate in planning children'snursing theoretical and clinical content ensuringa more consistent approach to the education ofundergraduate nurses.

Item Type: Article
Additional Information: Hollywood, E. Nicholl, H. Murphy, M. Begley, T. King, C.; 1
Depositing User: National Forum
Date Deposited: 03 Dec 2015 19:04
Last Modified: 03 Dec 2015 19:06
URI: http://eprints.teachingandlearning.ie/id/eprint/2540

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