The quality of nurses’ training plays the crucial part in the health care system. Nowadays nursing education implies numerous tests’ completing and essays writing, that are aimed at monitoring students’ knowledge level (Halstead, & Frank, 2010). However, one should note that this kind of work does not contribute to the nurses’ abilities to apply the obtained skills to real problem-solving situations.
The gap between theoretical knowledge and practical skills is typical of any educational program. Current research shows that nurses tend to complain about the lack of adequate training practice in the course of their education. They state that their post-graduate working performance requires extra studying as the obtained knowledge was insufficient (Kovner, Brewer, Yingrengreung, & Fairchild, 2010).
Therefore, a new practice-oriented approach should be introduced to improve the studying process. First of all, in order to make the education less theoretical, the classes of problem-solving character should prevail over the lectures. Such seminars will prepare nurses for acting in the changing environment (Holmes, 2011). The major part of theoretical learning can be reassigned for self-study. It has been proved that practically conscious students show better results at their examinations (Oermann, & Gaberson, 2013). Secondly, the collaboration with hospitals should be intensive not only during the obligatory training period but throughout the whole educational course. Constant interaction with professionals will let the students acquire a better understanding of the team performance they will be engaged in after the university. Such cooperation can be provided both by visiting local medical establishments and organizing online conferences with foreign specialists.
The key point of the described proposal is that practically oriented approach is likely to let the students form a strong link between the material they learn and the work they will have to perform. Moreover, it is logical to assume that the emphasis on studying the process from within will be beneficial for the students’ performance on tests and examinations.
A literature review is normally in close connection with the currently studied issue. Project planning considerably depends on the selected sources that can influence its structure and the final content.
The study of the material on nursing education made me consider the problem of insufficiency of corporative performance assessment tools. Whereas the evaluative systems of theoretical and practical knowledge are widely represented in nursing education, the nurse’s functional capacity of collaborating and acting as a part of a team is not sufficiently tested throughout the course of the education. Lack of consistent group performance monitoring prevents the students from indicating the mistakes made; and thus, deprives them of the opportunity to improve their collaborative skills. Therefore, some new methods and systems of corporate qualities assessment along with the tools for evaluating nursing policy competence should be introduced (Cronenwett, 2011). The evaluative concept can imply both standard tests on the relevant issue and new problem-solving tasks involving teamwork. It is vital for students to realize that their collaboration with nurses and doctors is the primary element of the successful integration in the health care system. The students should be prepared for acting within the set conditions and following the provided instructions. At the same time, they should be capable of providing brief and precise reports on the patient’s state. Thus, their ability to fit in the complex health care mechanism is highly critical and needs to be carefully examined. Such substantial resources as Interprofessional Education Collaborative (IPEC) can become the basis for creating a reliable assessment method (Rasouli, & Dash, 2015).
Cronenwett, L.R., (2011). The Future of Nursing Education. Web.
Halstead, J.A., & Frank, B. (2010). Pathways to a Nursing Education Career: Educating the Next Generation of Nurses. New York, New York: Springer Publishing Company.
Holmes, A., (2011). Transforming Education. Nursing Management, 42(4), 34-38.
Kovner, C.T., Brewer, C.S., Yingrengreung, S., & Fairchild, S. (2010). New Nurses’ Views of Quality Improvement Education. The Joint Commission Journal on Quality and Patient Safety, 36(1), 29-35.
Oermann, M., & Gaberson, K. (2013). Evaluation and Testing in Nursing Education. New York, New York: Springer Publishing Company.
Rasouli, B., & Dash, S. (2015). Preparing the Nursing Workforcefor a Changing Health System:The Role of Graduate Nursing Education. Web.