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This book explores the academic processes of nursing education in times of uncertainty around healthcare policy and healthcare provision. Grounded in research examining current theory, policy and culture around nursing pedagogy, Sue Dyson addresses the core issues facing nurses today and argues that the current curriculum no longer reflects or serves contemporary nursing practice. In a time of scandals, cuts in funding and shortfalls in the profession, this book provides an answer to the growing call for a dynamic restructuring of nurse education. Offering a critical analysis of innovative pedagogies for nursing, the author proposes the notion of the co-created curriculum as a way forward for nurse education in the post-Francis era. This will be an invaluable read to academics, practitioners and policy makers in the fields of nursing, medicine, education, education policy and medical sociology.
List of contents
Acknowledgements.- Introduction.- Chapter one: Nursing, Nurse Education and the National Health Service a tripartite relationship.- Chapter Two: Global Health and Global Nurse Education.- Chapter Three: Pedagogy in Nurse Education.- Chapter Four: Transforming Nurse Education.- Chapter Five: Co-Creation in Nurse Education.- Chapter Six: Preparing Nurses for Contemporary Nursing Practice.
About the author
Sue Dyson is Professor of Nursing at Middlesex University. Her research focuses on volunteering and volunteerism, educational experiences of international nursing students, the educational experiences of young people with sickle cell disorder, and pedagogic research to inform nursing and midwifery education.
Summary
This book explores the academic processes of nursing education in times of uncertainty around healthcare policy and healthcare provision. Grounded in research examining current theory, policy and culture around nursing pedagogy, Sue Dyson addresses the core issues facing nurses today and argues that the current curriculum no longer reflects or serves contemporary nursing practice. In a time of scandals, cuts in funding and shortfalls in the profession, this book provides an answer to the growing call for a dynamic restructuring of nurse education. Offering a critical analysis of innovative pedagogies for nursing, the author proposes the notion of the co-created curriculum as a way forward for nurse education in the post-Francis era. This will be an invaluable read to academics, practitioners and policy makers in the fields of nursing, medicine, education, education policy and medical sociology.
