Deputy Head of Practice Learning; Faculty of Health and Social Care, University of Chester.
Research Assistant; Faculty of Health and Social Care, University of Chester.
Br J Nurs. 2023 Feb 9;32(3):130-135. doi: 10.12968/bjon.2023.32.3.130.
Four years on from its launch in 2018 (at the time of writing), the authors provide an up-to-date efficacy assessment of the ongoing implementation of the Nursing and Midwifery Council's (NMC) (2018a). Although these standards have comprehensively transformed the mentorship practices of nursing education courses within higher education, this article provides the first attempt to gauge and synthesise attitudes towards their implementation. Presenting the results of an evaluative survey that collates educators' current views on the implementation of these NMC standards, the authors detail and analyse the past and continuing impacts of this paradigm shift on staff, students, and practice. The findings contribute to the nascent body of knowledge, primarily clustering around four interlinked themes: slow acclimatisation to new models of assessment and supervision; variation in levels of preparation; prohibitive workloads; and role conflict. The authors conclude by providing a recommendation that more robust training resources around the NMC's standards are implemented nationally, in order to provide consistency of delivery by educators across the sector.
自 2018 年推出（在撰写本文时）四年后，作者对护理和助产委员会（NMC）（2018a）持续实施的最新疗效评估提供了最新评估。尽管这些标准全面改变了高等教育中护理教育课程的指导实践，但本文首次尝试衡量和综合对其实施的态度。本文介绍了一项评估性调查的结果，该调查收集了教育工作者对这些 NMC 标准实施的当前看法，详细分析了这种范式转变对员工、学生和实践的过去和持续影响。研究结果有助于形成新的知识体系，主要围绕四个相互关联的主题：对新的评估和监督模式的适应缓慢；准备水平的差异；工作量过大；以及角色冲突。作者最后建议在全国范围内实施更强大的 NMC 标准培训资源，以确保教育工作者在整个行业中的一致性。
