The who and where of clinical skills teaching: a review from the UK perspective

2.50
Hdl Handle:
http://hdl.handle.net/2173/94424
Title:
The who and where of clinical skills teaching: a review from the UK perspective
Authors:
Borneuf, Anne-Marie; Haigh, Carol
Citation:
Nurse education today, 2010, vol. 30, no. 2, pp. 197-201
Publisher:
Elsevier
Publication Date:
Feb-2010
URI:
http://hdl.handle.net/2173/94424
DOI:
10.1016/j.nedt.2009.07.012
Additional Links:
http://www.nurseeducationtoday.com
Abstract:
Over the years, the debate on clinical skill acquisition in Nursing is one that has been subject to constant scrutiny within educational settings, locally and globally. Indeed, the Nursing and Midwifery Council (NMC) have endeavoured to provide some clarity with the publication of the Essential Skills Cluster statements [NMC, 2006. Advance Information Regarding Essential Skill Clusters for Preregistration Nursing Programmes (NMC Circular 35/2006). NMC, London] and the recently updated Standards to Support Learning and Assessment in Practice [NMC, 2008. Standards to Support Learning and Assessment in Practice: NMC Standards for Mentors, Practice Teachers and Teachers, second ed. NMC, London]. In this paper, we seek to provide a review of the evidence and debate produced thus far surrounding skills acquisition in general and the role of the nurse lecturer in particular from a UK perspective.
Type:
Article
Language:
en
Description:
Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in Nurse Education Today, published by and copyright Elsevier.
Keywords:
Clinical Skills; Praxis; Skills Acquisition; Nurse Lecturer
ISSN:
0260-6917; 1532-2793

Full metadata record

DC FieldValue Language
dc.contributor.authorBorneuf, Anne-Marieen
dc.contributor.authorHaigh, Carolen
dc.date.accessioned2010-03-17T14:02:11Z-
dc.date.available2010-03-17T14:02:11Z-
dc.date.issued2010-02-
dc.identifier.citationNurse education today, 2010, vol. 30, no. 2, pp. 197-201en
dc.identifier.issn0260-6917-
dc.identifier.issn1532-2793-
dc.identifier.doi10.1016/j.nedt.2009.07.012-
dc.identifier.urihttp://hdl.handle.net/2173/94424-
dc.descriptionFull-text of this article is not available in this e-prints service. This article was originally published following peer-review in Nurse Education Today, published by and copyright Elsevier.en
dc.description.abstractOver the years, the debate on clinical skill acquisition in Nursing is one that has been subject to constant scrutiny within educational settings, locally and globally. Indeed, the Nursing and Midwifery Council (NMC) have endeavoured to provide some clarity with the publication of the Essential Skills Cluster statements [NMC, 2006. Advance Information Regarding Essential Skill Clusters for Preregistration Nursing Programmes (NMC Circular 35/2006). NMC, London] and the recently updated Standards to Support Learning and Assessment in Practice [NMC, 2008. Standards to Support Learning and Assessment in Practice: NMC Standards for Mentors, Practice Teachers and Teachers, second ed. NMC, London]. In this paper, we seek to provide a review of the evidence and debate produced thus far surrounding skills acquisition in general and the role of the nurse lecturer in particular from a UK perspective.en
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttp://www.nurseeducationtoday.comen
dc.subjectClinical Skillsen
dc.subjectPraxisen
dc.subjectSkills Acquisitionen
dc.subjectNurse Lectureren
dc.titleThe who and where of clinical skills teaching: a review from the UK perspectiveen
dc.typeArticleen
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