Girot E A
University of the West of England, Faculty of Health and Social Care, Glenside Campus, Blackberry Hill, Stapleton, Bristol BS16 1DD, UK.
J Clin Nurs. 2000 May;9(3):330-6.
With the recent proliferation in nursing degree programmes over the last 10 years and a suggestion that nursing moves towards an all-graduate profession, the profession as well as the consumer needs to be sure that they are getting 'value added' with this 'higher level' practitioner. This paper revisits the debate on the meaning of competence in relation to fitness for practice. In particular it examines the expectations of the profession of newly registered practitioners at both diploma and degree levels of practice. It questions whether there is a difference in their level of competence at point of registration and whether it is possible to measure it. The paper presents a reflective approach to promoting ideas already emerging from the literature in relation to this measurement. It suggests a more effective use of students' portfolios of evidence against stated learning outcomes as well as their specific achievements in a range of transferable skills. A partnership approach between student, practitioner/assessor and academic could usefully share responsibilities of the assessment of competence and ultimately empower the individual for their life-long learning.
在过去10年护理学位课程迅速增加，且有人提议护理行业应朝着全研究生专业发展的背景下，该行业以及消费者都需要确保他们从这种“更高水平”的从业者身上获得“附加值”。本文重新审视了关于能力与实践适用性的含义的辩论。特别是，它考察了该行业对文凭和学位实践水平的新注册从业者的期望。它质疑他们在注册时的能力水平是否存在差异，以及是否有可能对其进行衡量。本文提出了一种反思性方法，以推广文献中已出现的关于这种衡量的观点。它建议更有效地利用学生针对既定学习成果的证据组合，以及他们在一系列可转移技能方面的具体成就。学生、从业者/评估者和学者之间的合作方法可以有效地分担能力评估的责任，并最终使个人能够为终身学习赋能。
