The future of nursing lies not with the leaders of the past or present but rather with today’s and tomorrow’s nursing students. Although current scientific, social, and economic influences may affect the utilization of nursing services, they do not determine nursing practice. The nursing profession is therefore particularly interested in the educational preparation of nurses for the future. This interest is reflected in difference documents which set forth the profession’s belief about, goals of, and evaluation criteria for nursing education programs.
Nursing and the education of nurses is controlled from within the profession through state and provincial boards of nursing and national accrediting bodies. The traditional focus of nursing education was to teach the knowledge and skills to enable the nurse to practice in the hospital setting. However, as nursing responds to new scientific knowledge and technologic, cultural, political, and socioeconomic changes in the society, nursing education curricula need to be reviewed and revised to meet the needs of nurses working in a changing environment. Programs for nursing study are increasingly based on a broad knowledge of biologic, social, and physical sciences as well as the liberal’s arts and humanities. As a result, nursing curricula now have a greater focus on critical thinking and the application of nursing and supporting knowledge to health promotion and restoration as provided both community and hospital settings.
It is not possible for nurses to acquire a safe level of skill through empiric means (experience and observation) alone. They require specific knowledge and skills that can be gained only through an organized nursing curriculum that includes classroom and laboratory instruction and clinical application of knowledge and skill. Nurses also need to learn the professional values and attitudes that enable them to practice in an ethically responsible way in rapidly changing world.
The continuing education formalized experiences designed to enlarge the knowledge or skills of practitioners. Compared to advanced education programs, which result in an academic degree, continuing education courses tends to be more specific and shorter. Participants may receive certificates of completion or specialization.
Continuing education is the responsibility of each practicing nurse. Constant updating and growth are essential to keep abreast of scientific and technologic changes and changes within the nursing profession. A variety of educational and health care institutions conduct continuing education programs.
They are usually designed to meet one or more of the following needs:
a. to keep nurses abreast of new techniques and knowledge
b. to help nurses attain expertise in a specialized area of practice such as intensive care nursing
c. to provide nurses with information essential to nursing practice.
The future of nursing lies not with the leaders of the past or present but rather with today’s and tomorrow’s nursing students. Although current scientific, social, and economic influences may affect the utilization of nursing services, they do not determine nursing practice. The nursing profession is therefore particularly interested in the educational preparation of nurses for the future. This interest is reflected in difference documents which set forth the profession’s belief about, goals of, and evaluation criteria for nursing education programs.
Nursing and the education of nurses is controlled from within the profession through state and provincial boards of nursing and national accrediting bodies. The traditional focus of nursing education was to teach the knowledge and skills to enable the nurse to practice in the hospital setting. However, as nursing responds to new scientific knowledge and technologic, cultural, political, and socioeconomic changes in the society, nursing education curricula need to be reviewed and revised to meet the needs of nurses working in a changing environment. Programs for nursing study are increasingly based on a broad knowledge of biologic, social, and physical sciences as well as the liberal’s arts and humanities. As a result, nursing curricula now have a greater focus on critical thinking and the application of nursing and supporting knowledge to health promotion and restoration as provided both community and hospital settings.
It is not possible for nurses to acquire a safe level of skill through empiric means (experience and observation) alone. They require specific knowledge and skills that can be gained only through an organized nursing curriculum that includes classroom and laboratory instruction and clinical application of knowledge and skill. Nurses also need to learn the professional values and attitudes that enable them to practice in an ethically responsible way in rapidly changing world.
The continuing education formalized experiences designed to enlarge the knowledge or skills of practitioners. Compared to advanced education programs, which result in an academic degree, continuing education courses tends to be more specific and shorter. Participants may receive certificates of completion or specialization.
Continuing education is the responsibility of each practicing nurse. Constant updating and growth are essential to keep abreast of scientific and technologic changes and changes within the nursing profession. A variety of educational and health care institutions conduct continuing education programs.
They are usually designed to meet one or more of the following needs:
a. to keep nurses abreast of new techniques and knowledge
b. to help nurses attain expertise in a specialized area of practice such as intensive care nursing
c. to provide nurses with information essential to nursing practice.
Nursing Education
The future of nursing lies not with the leaders of the past or present but rather with today’s and tomorrow’s nursing students. Although current scientific, social, and economic influences may affect the utilization of nursing services, they do not determine nursing practice. The nursing profession is therefore particularly interested in the educational preparation of nurses for the future. This interest is reflected in difference documents which set forth the profession’s belief about, goals of, and evaluation criteria for nursing education programs.
Nursing and the education of nurses is controlled from within the profession through state and provincial boards of nursing and national accrediting bodies. The traditional focus of nursing education was to teach the knowledge and skills to enable the nurse to practice in the hospital setting. However, as nursing responds to new scientific knowledge and technologic, cultural, political, and socioeconomic changes in the society, nursing education curricula need to be reviewed and revised to meet the needs of nurses working in a changing environment. Programs for nursing study are increasingly based on a broad knowledge of biologic, social, and physical sciences as well as the liberal’s arts and humanities. As a result, nursing curricula now have a greater focus on critical thinking and the application of nursing and supporting knowledge to health promotion and restoration as provided both community and hospital settings.
It is not possible for nurses to acquire a safe level of skill through empiric means (experience and observation) alone. They require specific knowledge and skills that can be gained only through an organized nursing curriculum that includes classroom and laboratory instruction and clinical application of knowledge and skill. Nurses also need to learn the professional values and attitudes that enable them to practice in an ethically responsible way in rapidly changing world.
The continuing education formalized experiences designed to enlarge the knowledge or skills of practitioners. Compared to advanced education programs, which result in an academic degree, continuing education courses tends to be more specific and shorter. Participants may receive certificates of completion or specialization.
Continuing education is the responsibility of each practicing nurse. Constant updating and growth are essential to keep abreast of scientific and technologic changes and changes within the nursing profession. A variety of educational and health care institutions conduct continuing education programs.
They are usually designed to meet one or more of the following needs:
a. to keep nurses abreast of new techniques and knowledge
b. to help nurses attain expertise in a specialized area of practice such as intensive care nursing
c. to provide nurses with information essential to nursing practice.