Flexibility in Post‐Registration Nurse Education in England

• Brenda Clarke ^[1] ; Chris James ^[2]
  1. [1] University of the West of England

     University of the West of England

     Reino Unido

     
  2. [2] Royal Glamorgan Hospital

     Royal Glamorgan Hospital

     Pontypridd, Reino Unido

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 35, Nº 4, 1998, págs. 292-301
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Although increased flexibility has been a characteristic of post‐registration nurse education in the UK in recent times, its nature has not been the subject of in‐depth exploration. The research reported here used questionnaire‐based surveys and case studies of modules and programmes (deemed by providers to be flexible) to reveal the dimensions of flexibility in post‐registration nurse education in England. Forty‐three dimensions were identified under the headings of: provision and access, teaching and learning, the assessment of theory, the assessment of practice and evaluation. This range of dimensions, the complex and interacting purposes of flexible learning and the complexity of the context requires a reflective approach to the task of managing flexible learning.