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Appears in Collections:Faculty of Health Sciences and Sport Journal Articles
Peer Review Status: Refereed
Title: A review of evidence for the practice learning environment: Enhancing the context for nursing and midwifery care in Scotland
Authors: Holland, Karen
Lauder, William
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Keywords: Practice learning environment
Pre-registration nursing and midwifery students
Practice placements
Workforce development
Issue Date: Jan-2012
Publisher: Elsevier for Churchill Livingstone
Citation: Holland K & Lauder W (2012) A review of evidence for the practice learning environment: Enhancing the context for nursing and midwifery care in Scotland, Nurse Education in Practice, 12 (1), pp. 60-64.
Abstract: This paper considers the issues which will ensure practice learning excellence in the future and in particular how these will impact on the delivery of high quality nursing and midwifery care in Scotland in the United Kingdom (UK). This will include the inter-dependency of learning in practice for undergraduate pre-registration students and qualified practitioners, in particular continuing professional development as a lifelong experience and its link to quality care provision. We contend that the practice learning environment is the whole of an organisation which values and supports the development of its workforce through education. Partnership working between education and service providers is central to ensuring an educated and professionally prepared workforce. Both nursing and midwifery are practice-based professions which are accountable for, and charged with assuring, effective public health and safety. The initial paper which established the key issues discussed here was initially written as one of the key background papers for a consensus conference to inform NHS Education for Scotland's nursing and midwifery workforce development over the next five years (NES 2009).
Type: Journal Article
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Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of Salford
HS Research - Stirling

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