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Papers by Mike McManus
Journal of Advanced Nursing, 1999
159±168 Levels' of attainment in nursing practice: reality or illusion? In earlier research based... more 159±168 Levels' of attainment in nursing practice: reality or illusion? In earlier research based on an analysis of course documentation, it had been found that there was little consensus among nurse educators concerning the parameters which distinguish levels of practice skills, particularly those which differentiate diploma and degree quali®cations in the United Kingdom. This result was con®rmed and strengthened in the current study. Lecturers in nursing, when presented with a sorting task using 40 statements derived from course documentation selected from the earlier study, were unable to distinguish statements describing diploma level from those describing degree level practice. Possible reasons for the dif®culty are discussed. It is concluded that the attempt to represent practice skill in a hierarchy of assessment for degree or diploma quali®cations is premature since the parameters of practice remain unreliably speci®ed.
Journal of Advanced Nursing, 2001
Drawing upon the selected findings from a multidisciplinary study that sought to explore the mean... more Drawing upon the selected findings from a multidisciplinary study that sought to explore the meaning of master's level performance in health professional practice, the characteristics which nurse educators attributed to the practice of master's level nursing graduates are analysed to reveal underlying discourses. Although master's level programmes for nurses have been available in the United Kingdom (UK) for the past three decades and current heath policy directives link master's level qualifications with senior clinical nursing roles, the contribution that master's level education might make to the future direction of nursing is unclear. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the UK who were responsible for master's level programmes in nursing. The interview agenda explored participants' perspectives of the characteristics of master's level performance. Drawing upon the methodology of discourse analysis, interview transcripts were interpreted in such a way as to show the implicit discourses underlying the participants' claims regarding their graduate's attributes of professional practice. The characteristics attributed to master's graduates were categorized under (a) cognitive competencies, (b) practice-related competencies, (c) research orientation and (d) personal dynamism. However, these attributions are not empirical generalizations, developed inductively. Rather, they draw on socially available discourses regarding the future direction of the profession. The nurse educators drew on the following socially available discourses: (a) a discourse in which nursing is construed as involving great competence in practice, but without radicality of thought. Associated with this is a pervasive rhetoric of pragmatism; (b) a discourse of interprofessional practice in which nursing has a role of leadership. This is associated with a view of the location and power of nursing within the structure of the National Health Service and (c) notably lacking were discourses of care-giving, and of academic/intellectual aspiration. The implications of these discourses for the future direction of nursing are considered.
Drawing upon the selected findings from a multidisciplinary study that sought to explore the mean... more Drawing upon the selected findings from a multidisciplinary study that sought to explore the meaning of master's level performance in health professional practice, the characteristics which nurse educators attributed to the practice of master's level nursing graduates are analysed to reveal underlying discourses. Although master's level programmes for nurses have been available in the United Kingdom (UK) for the past three decades and current heath policy directives link master's level qualifications with senior clinical nursing roles, the contribution that master's level education might make to the future direction of nursing is unclear. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the UK who were responsible for master's level programmes in nursing. The interview agenda explored participants' perspectives of the characteristics of master's level performance. Drawing upon the methodology of discourse analysis, interview transcripts were interpreted in such a way as to show the implicit discourses underlying the participants' claims regarding their graduate's attributes of professional practice. The characteristics attributed to master's graduates were categorized under (a) cognitive competencies, (b) practice-related competencies, (c) research orientation and (d) personal dynamism. However, these attributions are not empirical generalizations, developed inductively. Rather, they draw on socially available discourses regarding the future direction of the profession. The nurse educators drew on the following socially available discourses: (a) a discourse in which nursing is construed as involving great competence in practice, but without radicality of thought. Associated with this is a pervasive rhetoric of pragmatism; (b) a discourse of interprofessional practice in which nursing has a role of leadership. This is associated with a view of the location and power of nursing within the structure of the National Health Service and (c) notably lacking were discourses of care-giving, and of academic/intellectual aspiration. The implications of these discourses for the future direction of nursing are considered.
Journal of Advanced Nursing, 2000
Despite an increase in the growth of master's level provision for qualified nurses in the... more Despite an increase in the growth of master's level provision for qualified nurses in the United Kingdom uncertainty exists regarding the characteristics of master's level performance in respect of professional practice. This paper presents selected findings from a multidisciplinary study that sought to examine the characteristics of master's level performance in health professional courses that had an expressed practice orientation. It focuses specifically on dilemmas nurse educators encountered in relation to British master's level nurse education. Following an initial pilot stage involving focus group interviews with separate groups of nurses, occupational therapists and physiotherapists, an interview agenda was developed to explore participants' perspectives of the characteristics of master's level performance. Individual in-depth interviews were undertaken with a purposive sample of 18 nurse educators drawn from eight universities in England. Interview transcripts were coded and thematically analysed. Six kinds of dilemma emerged from the interviews. These were breadth vs. depth in the conceptualization of master's level for nursing, relevance to practice vs. academic detachment, facilitating creative thinking vs. reinforcing rigidity, encouraging or suppressing different modes of critical thinking, postgraduate nurses as loyal change agents vs. the problem of well-qualified mavericks, and professional experience as facilitating or hindering master's level performance. These dilemmas raise important questions about course design and the role of stakeholders in determining curriculum content. Moreover, a pervasive tension between a utilitarian emphasis on the application and utility of knowledge on one hand, and aspirations to promote creativity and critical thinking which look to alternative possibilities on the other hand, suggests that nurse educators exercise a degree of conservatism in relation to master's level. It is concluded that this apparent quest to maintain a safe variant of the status quo as the best way of promoting the wellbeing of patients should be subject to profound questioning.
Nursing Inquiry, 2003
This paper reports on a detailed analysis of selected findings from a larger study of master&... more This paper reports on a detailed analysis of selected findings from a larger study of master's level nurse education. It locates some features of such education within the contemporary situation of nursing as a profession and interprets the role of master's level nurse education as a professionalising strategy. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the United Kingdom. The interview agenda explored participants' perspectives of the characteristics of master's level performance in practice. Interview transcripts were interpreted by drawing upon hermeneutic methodology. The following themes emerged. (a) The credibility of the master's level nurse was of central importance. In terms of the literature of professionalisation, this may be interpreted as a factor in enhancing the legitimacy of nursing as an occupation. (b) The clinical capability attributed to the nurse is interpreted as leading to an increase in the authority commanded by the expert professional. Thus, the individual capability of the master's level nurse enhances the attribution of autonomous skill to the occupation as a whole. (c) The master's level nurse is seen to exercise influence and leadership and this strengthens the power and status of nursing. Nursing does not have the appearance of a 'traditional' profession, neither has it a clear stance as a 'new profession'. Rather it appears to be especially responsive to the tide of public opinion manifest through government edicts. While nursing is employing rhetoric that espouses both positions, the direction of master's level education is anomalous.
International Journal for Academic Development, 2006
Staff involved in pedagogic innovations are often presented with challenges that take them outsid... more Staff involved in pedagogic innovations are often presented with challenges that take them outside their customary spheres of expertise and disciplinary identities. This paper presents an analysis of data collected from staff involved in a ‘bottom up’ pedagogic innovation introducing inquiry‐based learning to a cohort of first year social science students. Data were collected in the form of transcripts of emails shared by staff weekly during the development, research interviews conducted after the module had finished, and a follow up email questionnaire a year later asking them to reflect on the value of the original email exchanges. The email exchanges were descriptive close‐to‐action summaries of events in the classroom and provided a way of creating teaching as community property. The follow‐up interviews revealed states of uncertainty and liminality (in‐betweeness). The paper argues that the characteristics of email, as both informal and intimate and at the same time a public mode of exchange, allowed sharing which supported tutor learning. The paper illustrates the importance of different sorts of talk in community creation and in supporting academic innovation.Le personnel prenant part à des innovations pédagogiques font souvent face à des défis qui les amènent aux frontières de leurs domaines habituels d’expertise ou de leurs identités disciplinaires. Cet article présente l’analyse de données colligées auprès du personnel prenant part à une innovation pédagogique émergeant de la base. Cette innovation visait à introduire l’apprentissage centré sur la découverte (inquiry‐based learning) à une cohorte d’étudiants de première année inscrits en sciences sociales. Les données colligées prennent la forme de courriels échangés sur une base hebdomadaire par le personnel prenant part à l’activité de développement, d’entretiens de recherche effectués un fois que le module a pris fin, de même que d’un questionnaire de suivi acheminé par courriel un an après l’événement, amenant les participants à réfléchir sur leur perception des courriels originaux. Ces courriels prenaient la forme de résumés descriptifs détaillés des événements ayant lieu en classe et fournissaient un moyen de rendre l’enseignement davantage public. Les entretiens de suivi témoignent des doutes entretenus par les participants et de leur sentiment de se retrouver ‘entre deux chaises’ (in‐betweeness). L’article soutient que les caractéristiques du courriel, mode d’échange à la fois informel, intime et public, ont permis un partage favorisant l’apprentissage de la part des enseignants. Cet article illustre l’importance des discours multiples en matière de créations communautaires et de soutien des innovations académiques.
Journal of Advanced Nursing, 1999
‘Levels’ of attainment in nursing practice: reality or illusion?In earlier research based on an a... more ‘Levels’ of attainment in nursing practice: reality or illusion?In earlier research based on an analysis of course documentation, it had been found that there was little consensus among nurse educators concerning the parameters which distinguish levels of practice skills, particularly those which differentiate diploma and degree qualifications in the United Kingdom. This result was confirmed and strengthened in the current study. Lecturers in nursing, when presented with a sorting task using 40 statements derived from course documentation selected from the earlier study, were unable to distinguish statements describing diploma level from those describing degree level practice. Possible reasons for the difficulty are discussed. It is concluded that the attempt to represent practice skill in a hierarchy of assessment for degree or diploma qualifications is premature since the parameters of practice remain unreliably specified.
Nursing Inquiry, 2003
GERRISH K, MCMANUS M and ASHWORTH P. Nursing Inquiry 2003; 10: [103][104][105][106][107][108][109... more GERRISH K, MCMANUS M and ASHWORTH P. Nursing Inquiry 2003; 10: [103][104][105][106][107][108][109][110][111][112] Creating what sort of professional? Master's level nurse education as a professionalising strategy This paper reports on a detailed analysis of selected findings from a larger study of master's level nurse education. It locates some features of such education within the contemporary situation of nursing as a profession and interprets the role of master's level nurse education as a professionalising strategy. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the United Kingdom. The interview agenda explored participants' perspectives of the characteristics of master's level performance in practice. Interview transcripts were interpreted by drawing upon hermeneutic methodology.
Journal of Advanced Nursing, 2001
Whither nursing? Discourses underlying the attribution of master’s level performance in nursingAi... more Whither nursing? Discourses underlying the attribution of master’s level performance in nursingAim. Drawing upon the selected findings from a multidisciplinary study that sought to explore the meaning of master’s level performance in health professional practice, the characteristics which nurse educators attributed to the practice of master’s level nursing graduates are analysed to reveal underlying discourses.Background. Although master’s level programmes for nurses have been available in the United Kingdom (UK) for the past three decades and current heath policy directives link master’s level qualifications with senior clinical nursing roles, the contribution that master’s level education might make to the future direction of nursing is unclear.Research design and methods. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the UK who were responsible for master’s level programmes in nursing. The interview agenda explored participants’ perspectives of the characteristics of master’s level performance. Drawing upon the methodology of discourse analysis, interview transcripts were interpreted in such a way as to show the implicit discourses underlying the participants’ claims regarding their graduate’s attributes of professional practice.Findings. The characteristics attributed to master’s graduates were categorized under (a) cognitive competencies, (b) practice-related competencies, (c) research orientation and (d) personal dynamism. However, these attributions are not empirical generalizations, developed inductively. Rather, they draw on socially available discourses regarding the future direction of the profession.Conclusion. The nurse educators drew on the following socially available discourses: (a) a discourse in which nursing is construed as involving great competence in practice, but without radicality of thought. Associated with this is a pervasive rhetoric of pragmatism; (b) a discourse of interprofessional practice in which nursing has a role of leadership. This is associated with a view of the location and power of nursing within the structure of the National Health Service and (c) notably lacking were discourses of care-giving, and of academic/intellectual aspiration. The implications of these discourses for the future direction of nursing are considered.
Nursing Education by Mike McManus
Nursing Inquiry, 2003
This paper reports on a detailed analysis of selected findings from a larger study of masters lev... more This paper reports on a detailed analysis of selected findings from a larger study of masters level nurse education. It locates some features of such education within the contemporary situation of nursing as a profession and interprets the role of masters level nurse education as a professionalising strategy. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the United Kingdom. The interview agenda explored participants perspectives of the characteristics of masters level performance in practice. Interview transcripts were interpreted by drawing upon hermeneutic methodology. The following themes emerged. (a) The credibility of the masters level nurse was of central importance. In terms of the literature of professionalisation, this may be interpreted as a factor in enhancing the legitimacy of nursing as an occupation. (b) The clinical capability attributed to the nurse is interpreted as leading to an increase in the authority commanded by the expert professional. Thus, the individual capability of the masters level nurse enhances the attribution of autonomous skill to the occupation as a whole. (c) The masters level nurse is seen to exercise influence and leadership and this strengthens the power and status of nursing. Nursing does not have the appearance of a profession, neither has it a clear stance as a new profession. Rather it appears to be especially responsive to the tide of public opinion manifest through government edicts. While nursing is employing rhetoric that espouses both positions, the direction of masters level education is anomalous.
Journal of Advanced Nursing, 1999
159±168 Levels' of attainment in nursing practice: reality or illusion? In earlier research based... more 159±168 Levels' of attainment in nursing practice: reality or illusion? In earlier research based on an analysis of course documentation, it had been found that there was little consensus among nurse educators concerning the parameters which distinguish levels of practice skills, particularly those which differentiate diploma and degree quali®cations in the United Kingdom. This result was con®rmed and strengthened in the current study. Lecturers in nursing, when presented with a sorting task using 40 statements derived from course documentation selected from the earlier study, were unable to distinguish statements describing diploma level from those describing degree level practice. Possible reasons for the dif®culty are discussed. It is concluded that the attempt to represent practice skill in a hierarchy of assessment for degree or diploma quali®cations is premature since the parameters of practice remain unreliably speci®ed.
Journal of Advanced Nursing, 1999
159±168 Levels' of attainment in nursing practice: reality or illusion? In earlier research based... more 159±168 Levels' of attainment in nursing practice: reality or illusion? In earlier research based on an analysis of course documentation, it had been found that there was little consensus among nurse educators concerning the parameters which distinguish levels of practice skills, particularly those which differentiate diploma and degree quali®cations in the United Kingdom. This result was con®rmed and strengthened in the current study. Lecturers in nursing, when presented with a sorting task using 40 statements derived from course documentation selected from the earlier study, were unable to distinguish statements describing diploma level from those describing degree level practice. Possible reasons for the dif®culty are discussed. It is concluded that the attempt to represent practice skill in a hierarchy of assessment for degree or diploma quali®cations is premature since the parameters of practice remain unreliably speci®ed.
Journal of Advanced Nursing, 2001
Drawing upon the selected findings from a multidisciplinary study that sought to explore the mean... more Drawing upon the selected findings from a multidisciplinary study that sought to explore the meaning of master's level performance in health professional practice, the characteristics which nurse educators attributed to the practice of master's level nursing graduates are analysed to reveal underlying discourses. Although master's level programmes for nurses have been available in the United Kingdom (UK) for the past three decades and current heath policy directives link master's level qualifications with senior clinical nursing roles, the contribution that master's level education might make to the future direction of nursing is unclear. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the UK who were responsible for master's level programmes in nursing. The interview agenda explored participants' perspectives of the characteristics of master's level performance. Drawing upon the methodology of discourse analysis, interview transcripts were interpreted in such a way as to show the implicit discourses underlying the participants' claims regarding their graduate's attributes of professional practice. The characteristics attributed to master's graduates were categorized under (a) cognitive competencies, (b) practice-related competencies, (c) research orientation and (d) personal dynamism. However, these attributions are not empirical generalizations, developed inductively. Rather, they draw on socially available discourses regarding the future direction of the profession. The nurse educators drew on the following socially available discourses: (a) a discourse in which nursing is construed as involving great competence in practice, but without radicality of thought. Associated with this is a pervasive rhetoric of pragmatism; (b) a discourse of interprofessional practice in which nursing has a role of leadership. This is associated with a view of the location and power of nursing within the structure of the National Health Service and (c) notably lacking were discourses of care-giving, and of academic/intellectual aspiration. The implications of these discourses for the future direction of nursing are considered.
Drawing upon the selected findings from a multidisciplinary study that sought to explore the mean... more Drawing upon the selected findings from a multidisciplinary study that sought to explore the meaning of master's level performance in health professional practice, the characteristics which nurse educators attributed to the practice of master's level nursing graduates are analysed to reveal underlying discourses. Although master's level programmes for nurses have been available in the United Kingdom (UK) for the past three decades and current heath policy directives link master's level qualifications with senior clinical nursing roles, the contribution that master's level education might make to the future direction of nursing is unclear. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the UK who were responsible for master's level programmes in nursing. The interview agenda explored participants' perspectives of the characteristics of master's level performance. Drawing upon the methodology of discourse analysis, interview transcripts were interpreted in such a way as to show the implicit discourses underlying the participants' claims regarding their graduate's attributes of professional practice. The characteristics attributed to master's graduates were categorized under (a) cognitive competencies, (b) practice-related competencies, (c) research orientation and (d) personal dynamism. However, these attributions are not empirical generalizations, developed inductively. Rather, they draw on socially available discourses regarding the future direction of the profession. The nurse educators drew on the following socially available discourses: (a) a discourse in which nursing is construed as involving great competence in practice, but without radicality of thought. Associated with this is a pervasive rhetoric of pragmatism; (b) a discourse of interprofessional practice in which nursing has a role of leadership. This is associated with a view of the location and power of nursing within the structure of the National Health Service and (c) notably lacking were discourses of care-giving, and of academic/intellectual aspiration. The implications of these discourses for the future direction of nursing are considered.
Journal of Advanced Nursing, 2000
Despite an increase in the growth of master's level provision for qualified nurses in the... more Despite an increase in the growth of master's level provision for qualified nurses in the United Kingdom uncertainty exists regarding the characteristics of master's level performance in respect of professional practice. This paper presents selected findings from a multidisciplinary study that sought to examine the characteristics of master's level performance in health professional courses that had an expressed practice orientation. It focuses specifically on dilemmas nurse educators encountered in relation to British master's level nurse education. Following an initial pilot stage involving focus group interviews with separate groups of nurses, occupational therapists and physiotherapists, an interview agenda was developed to explore participants' perspectives of the characteristics of master's level performance. Individual in-depth interviews were undertaken with a purposive sample of 18 nurse educators drawn from eight universities in England. Interview transcripts were coded and thematically analysed. Six kinds of dilemma emerged from the interviews. These were breadth vs. depth in the conceptualization of master's level for nursing, relevance to practice vs. academic detachment, facilitating creative thinking vs. reinforcing rigidity, encouraging or suppressing different modes of critical thinking, postgraduate nurses as loyal change agents vs. the problem of well-qualified mavericks, and professional experience as facilitating or hindering master's level performance. These dilemmas raise important questions about course design and the role of stakeholders in determining curriculum content. Moreover, a pervasive tension between a utilitarian emphasis on the application and utility of knowledge on one hand, and aspirations to promote creativity and critical thinking which look to alternative possibilities on the other hand, suggests that nurse educators exercise a degree of conservatism in relation to master's level. It is concluded that this apparent quest to maintain a safe variant of the status quo as the best way of promoting the wellbeing of patients should be subject to profound questioning.
Nursing Inquiry, 2003
This paper reports on a detailed analysis of selected findings from a larger study of master&... more This paper reports on a detailed analysis of selected findings from a larger study of master's level nurse education. It locates some features of such education within the contemporary situation of nursing as a profession and interprets the role of master's level nurse education as a professionalising strategy. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the United Kingdom. The interview agenda explored participants' perspectives of the characteristics of master's level performance in practice. Interview transcripts were interpreted by drawing upon hermeneutic methodology. The following themes emerged. (a) The credibility of the master's level nurse was of central importance. In terms of the literature of professionalisation, this may be interpreted as a factor in enhancing the legitimacy of nursing as an occupation. (b) The clinical capability attributed to the nurse is interpreted as leading to an increase in the authority commanded by the expert professional. Thus, the individual capability of the master's level nurse enhances the attribution of autonomous skill to the occupation as a whole. (c) The master's level nurse is seen to exercise influence and leadership and this strengthens the power and status of nursing. Nursing does not have the appearance of a 'traditional' profession, neither has it a clear stance as a 'new profession'. Rather it appears to be especially responsive to the tide of public opinion manifest through government edicts. While nursing is employing rhetoric that espouses both positions, the direction of master's level education is anomalous.
International Journal for Academic Development, 2006
Staff involved in pedagogic innovations are often presented with challenges that take them outsid... more Staff involved in pedagogic innovations are often presented with challenges that take them outside their customary spheres of expertise and disciplinary identities. This paper presents an analysis of data collected from staff involved in a ‘bottom up’ pedagogic innovation introducing inquiry‐based learning to a cohort of first year social science students. Data were collected in the form of transcripts of emails shared by staff weekly during the development, research interviews conducted after the module had finished, and a follow up email questionnaire a year later asking them to reflect on the value of the original email exchanges. The email exchanges were descriptive close‐to‐action summaries of events in the classroom and provided a way of creating teaching as community property. The follow‐up interviews revealed states of uncertainty and liminality (in‐betweeness). The paper argues that the characteristics of email, as both informal and intimate and at the same time a public mode of exchange, allowed sharing which supported tutor learning. The paper illustrates the importance of different sorts of talk in community creation and in supporting academic innovation.Le personnel prenant part à des innovations pédagogiques font souvent face à des défis qui les amènent aux frontières de leurs domaines habituels d’expertise ou de leurs identités disciplinaires. Cet article présente l’analyse de données colligées auprès du personnel prenant part à une innovation pédagogique émergeant de la base. Cette innovation visait à introduire l’apprentissage centré sur la découverte (inquiry‐based learning) à une cohorte d’étudiants de première année inscrits en sciences sociales. Les données colligées prennent la forme de courriels échangés sur une base hebdomadaire par le personnel prenant part à l’activité de développement, d’entretiens de recherche effectués un fois que le module a pris fin, de même que d’un questionnaire de suivi acheminé par courriel un an après l’événement, amenant les participants à réfléchir sur leur perception des courriels originaux. Ces courriels prenaient la forme de résumés descriptifs détaillés des événements ayant lieu en classe et fournissaient un moyen de rendre l’enseignement davantage public. Les entretiens de suivi témoignent des doutes entretenus par les participants et de leur sentiment de se retrouver ‘entre deux chaises’ (in‐betweeness). L’article soutient que les caractéristiques du courriel, mode d’échange à la fois informel, intime et public, ont permis un partage favorisant l’apprentissage de la part des enseignants. Cet article illustre l’importance des discours multiples en matière de créations communautaires et de soutien des innovations académiques.
Journal of Advanced Nursing, 1999
‘Levels’ of attainment in nursing practice: reality or illusion?In earlier research based on an a... more ‘Levels’ of attainment in nursing practice: reality or illusion?In earlier research based on an analysis of course documentation, it had been found that there was little consensus among nurse educators concerning the parameters which distinguish levels of practice skills, particularly those which differentiate diploma and degree qualifications in the United Kingdom. This result was confirmed and strengthened in the current study. Lecturers in nursing, when presented with a sorting task using 40 statements derived from course documentation selected from the earlier study, were unable to distinguish statements describing diploma level from those describing degree level practice. Possible reasons for the difficulty are discussed. It is concluded that the attempt to represent practice skill in a hierarchy of assessment for degree or diploma qualifications is premature since the parameters of practice remain unreliably specified.
Nursing Inquiry, 2003
GERRISH K, MCMANUS M and ASHWORTH P. Nursing Inquiry 2003; 10: [103][104][105][106][107][108][109... more GERRISH K, MCMANUS M and ASHWORTH P. Nursing Inquiry 2003; 10: [103][104][105][106][107][108][109][110][111][112] Creating what sort of professional? Master's level nurse education as a professionalising strategy This paper reports on a detailed analysis of selected findings from a larger study of master's level nurse education. It locates some features of such education within the contemporary situation of nursing as a profession and interprets the role of master's level nurse education as a professionalising strategy. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the United Kingdom. The interview agenda explored participants' perspectives of the characteristics of master's level performance in practice. Interview transcripts were interpreted by drawing upon hermeneutic methodology.
Journal of Advanced Nursing, 2001
Whither nursing? Discourses underlying the attribution of master’s level performance in nursingAi... more Whither nursing? Discourses underlying the attribution of master’s level performance in nursingAim. Drawing upon the selected findings from a multidisciplinary study that sought to explore the meaning of master’s level performance in health professional practice, the characteristics which nurse educators attributed to the practice of master’s level nursing graduates are analysed to reveal underlying discourses.Background. Although master’s level programmes for nurses have been available in the United Kingdom (UK) for the past three decades and current heath policy directives link master’s level qualifications with senior clinical nursing roles, the contribution that master’s level education might make to the future direction of nursing is unclear.Research design and methods. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the UK who were responsible for master’s level programmes in nursing. The interview agenda explored participants’ perspectives of the characteristics of master’s level performance. Drawing upon the methodology of discourse analysis, interview transcripts were interpreted in such a way as to show the implicit discourses underlying the participants’ claims regarding their graduate’s attributes of professional practice.Findings. The characteristics attributed to master’s graduates were categorized under (a) cognitive competencies, (b) practice-related competencies, (c) research orientation and (d) personal dynamism. However, these attributions are not empirical generalizations, developed inductively. Rather, they draw on socially available discourses regarding the future direction of the profession.Conclusion. The nurse educators drew on the following socially available discourses: (a) a discourse in which nursing is construed as involving great competence in practice, but without radicality of thought. Associated with this is a pervasive rhetoric of pragmatism; (b) a discourse of interprofessional practice in which nursing has a role of leadership. This is associated with a view of the location and power of nursing within the structure of the National Health Service and (c) notably lacking were discourses of care-giving, and of academic/intellectual aspiration. The implications of these discourses for the future direction of nursing are considered.
Nursing Inquiry, 2003
This paper reports on a detailed analysis of selected findings from a larger study of masters lev... more This paper reports on a detailed analysis of selected findings from a larger study of masters level nurse education. It locates some features of such education within the contemporary situation of nursing as a profession and interprets the role of masters level nurse education as a professionalising strategy. In-depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the United Kingdom. The interview agenda explored participants perspectives of the characteristics of masters level performance in practice. Interview transcripts were interpreted by drawing upon hermeneutic methodology. The following themes emerged. (a) The credibility of the masters level nurse was of central importance. In terms of the literature of professionalisation, this may be interpreted as a factor in enhancing the legitimacy of nursing as an occupation. (b) The clinical capability attributed to the nurse is interpreted as leading to an increase in the authority commanded by the expert professional. Thus, the individual capability of the masters level nurse enhances the attribution of autonomous skill to the occupation as a whole. (c) The masters level nurse is seen to exercise influence and leadership and this strengthens the power and status of nursing. Nursing does not have the appearance of a profession, neither has it a clear stance as a new profession. Rather it appears to be especially responsive to the tide of public opinion manifest through government edicts. While nursing is employing rhetoric that espouses both positions, the direction of masters level education is anomalous.
Journal of Advanced Nursing, 1999
159±168 Levels' of attainment in nursing practice: reality or illusion? In earlier research based... more 159±168 Levels' of attainment in nursing practice: reality or illusion? In earlier research based on an analysis of course documentation, it had been found that there was little consensus among nurse educators concerning the parameters which distinguish levels of practice skills, particularly those which differentiate diploma and degree quali®cations in the United Kingdom. This result was con®rmed and strengthened in the current study. Lecturers in nursing, when presented with a sorting task using 40 statements derived from course documentation selected from the earlier study, were unable to distinguish statements describing diploma level from those describing degree level practice. Possible reasons for the dif®culty are discussed. It is concluded that the attempt to represent practice skill in a hierarchy of assessment for degree or diploma quali®cations is premature since the parameters of practice remain unreliably speci®ed.