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Advances in Contemporary Nurse Education
Deadline for Papers: Closed
A special issue of Contemporary
Nurse
Volume 32 Issue 1-2 Publishing
April 2009
ISBN 978-0-977524-27-3
Guest Edited by
Professor Debra Jackson, University of Western Sydney - NSW
and
Professor Michael Clinton, The University of Calgary - Qatar
Deadline for Manuscript Submissions: 15 December 2008
Papers are invited for this special issue of Contemporary Nurse devoted to international advances and issues in nurse education, including submissions on global issues.
Nurse education is being rethought as the global shortage of nurses continues and as efforts are made to prepare a sustainable nursing workforce in developed countries. Universities and colleges are leading purposeful change aimed at improving the prestige of nursing and at preparing a world-class nursing workforce for the future:
- Conceptual models for nurse education informed by post-modern thinking
- Evidence Based Nursing
- Preparation of advanced practitioners, including nurse practitioners
- High fidelity simulation
- Innovation in education in clinical settings
- Interprofessional education are receiving increasing attention as faculties of nursing strive to improve standards and to facilitate change.
Whereas there is progress, there are many challenges:
- The status of nursing as a discipline within the academy
- Lack of financial and other resources
- Priorities that take precedence over teaching; faculty shortages
- The poor image of nursing among potential students; an
- Lack of sophistication in workforce planning are constraints on innovation and change.
Hence the need for a forum in which nurse academics, service managers, clinical nurses, students, and others can write about the advances that are taking place, the challenges that impede progress, and the strategies that are being used to create a better and brighter future for nurse education.
Papers are invited that provide insight into nurse education reform, the challenges faced by those involved, and the strategies required to build a better future. They may address:
- Rethinking nurse education
- The socioeconomic context of nurse education
- Status and relevance of nursing knowledge
- The politics of curriculum development, approval and reform
- Evaluation of teaching and learning
- Changes in nurse education technologies, including on-line learning, blended learning, and high fidelity simulation
- Clinical education
- Advanced practice and preparation for nursing specialties
- Evidence based clinical education
- Nurse education in comparison to preparation for other health professions
- Advances in nurse education involving Aboriginal nurses and/or Aboriginal peoples Nurse education and migrant health
- Responses to diverse student needs
- International developments in nurse education involving Australian and/or New Zealand nurses
- Issues related to conducting, writing and publishing nursing theses and dissertations
- Relationship between nurse education and workforce planning
- Transition of graduates to the nursing workforce
- Relevance and value of graduate studies in nursing
- Career trajectories of graduates
- Ethical issues in nurse education
- History of nurse education Evaluation of nurse education reform
- Student issues
- Service managers' issues
- Patients/client issues
- Policy directions
Expressions of interest in co-editing this important issue are welcome from authors submitting manuscripts. Expressions of interest from authors familiar with nurse education in Australia, Canada, the United Kingdom, the United States, New Zealand and English-speaking developing countries will be well regarded.
Authors should observe Author Guidelines at www.contemporarynurse.com and submit electronically to editorial@contemporarynurse.com indicating in the cover email that it is for the Special Issue of Contemporary Nurse on Nurse Education. All submissions will be subject to double blind peer review.
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