This paper suggests that the new paradigm for nurse education is being prevented from fulfilling itself because of factors operating within the taught, hidden and wider curriculum.
Firstly it is argued that the theoretical components relating to social science, health education/promotion and nursing need to be clearly integrated for nursing students.
This integration is demonstrated through the analysis of two nursing models.
Secondly it is argued that the taught curriculum needs to be supported by a suitable hidden curriculum both within the educational and clinical setting.
Role models which demonstrate integrated theory occurring in practice are a vital component of this.
Thirdly it is argued that without the wider social and political context supporting the aims of the'new'nurse education, meaningful success will be very difficult to achieve.
Mots-clés Pascal : Infirmier, Personnel sanitaire, Homme, Formation professionnelle, Nursing, Sciences sociales, Promotion santé, Education sanitaire, Modèle, Royaume Uni, Programme enseignement, Relation soignant soigné, Théorie, Pratique professionnelle, Europe
Mots-clés Pascal anglais : Nurse, Health staff, Human, Occupational training, Nursing, Social sciences, Health promotion, Health education, Models, United Kingdom, Educational program, Health staff patient relation, Theory, Professional practice, Europe
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 96-0072711
Code Inist : 002B30A09. Création : 199608.