Developing common learning: the new generation project undergraduate curriculum model.

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education.

Why nurses smoke: a review of the literature.

The smoking behaviour of nurses has been widely debated in the context of their professional role and responsibilities. There has been much speculation about why nurses smoke and possible explanations include a stressful nursing environment, peer pressure and socio economic status and education. This paper provides an overview of the literature which offers insights into the reasons why nurses smoke and compares the findings from this literature with those studies examining the smoking behaviour of women in general and young women in particular. This review reveals that many students take up smoking before commencing their training and the factors which influence nurses smoking are similar to those that influence similar groups of females in the general population.

Project 2000 diplomates' perceptions of their experiences of transition from student to staff nurse.

This paper presents findings from an exploratory study of the transition experiences of newly qualified Project 2000 diplomates. A qualitative approach was utilized involving in-depth interactive interviews with a sample of 10 staff nurses. The data indicate that some aspects of transition were initially difficult, but that all those interviewed were enjoying nursing. Similarities to the experiences of 'traditionally prepared' colleagues are highlighted by the use of phrases such as 'in at the deep end' and 'cast adrift', reflecting the practice environment once qualified. Paradoxically initial transition for Project 2000 diplomates is characterized by a lack of confidence, while their questioning approach to practice and a willingness to ask others when unsure ('no bluffing') suggests a high degree of confidence. Preceptorship in the context of a supportive environment is suggested as a model for easing the transition process. A re-evaluation of what an initial preparation course can and should achieve, and a re-assessment of the skills and knowledge expected of newly qualified nurses, are also indicated.

Health promotion: perceptions of Project 2000 educated nurses.

The new approach to pre-registration nursing education in the UK (Project 2000) has an overt health focus as well as a specific remit to prepare nurses for a role as promoters of health. Data reported in this paper illuminate Project 2000 students' understanding of the concepts of health promotion and health education, and indicate the extent to which qualified nurses who have completed this new Project 2000 programme perceive themselves to be prepared for a health promotion role. Findings indicate that students are confused about the terms health education and health promotion, although most feel there is a distinction between the two. Students' descriptions emphasize individualistic approaches, and lifestyle and behaviour changes. Many recognize that health promotion should have a broader application and demonstrate a sophisticated grasp of the philosophy underpinning the promotion of health through their general perceptions of nursing. This understanding is not labelled health education or health promotion, but is embedded in their articulation of concepts such as holism, patient-centred care and enhancing independence. Paradoxically, both students and Project 2000 qualified nurses (diplomates) illustrate a clear grasp of the more complex issues surrounding the concept of health promotion while remaining confused by the terminology and its relationship to practice.