Ayer S, Smith C
Research and Development Division, School of Health, The University of Hull, England.
J Adv Nurs. 1998 May;27(5):1034-47. doi: 10.1046/j.1365-2648.1998.t01-1-00580.x.
The injection of market forces into the National Health Service (NHS) has led to nurse education being viewed as a commodity which educational institutions supply and NHS employers purchase. Conscious of the costs of paying for courses within this new consumer culture, NHS trusts and other health service employers are increasingly looking for cost-effective flexible training to educate their workforce quickly and efficiently. Parallel to this is the accelerated demand for continuing professional development (CPD) brought about by the inception of the UKCC's Post-Registration Education and Practice Project (PREPP). Both registered and enrolled nurses are finding they need professional updating and skills and thus increased access to courses. The increased demand for education and training brought about by these changes cannot be met through traditional methods alone, requiring educational institutions to re-appraise their methods of delivery and introduce more flexible approaches to learning. There is every evidence that this is now the case with open learning, distance learning and flexible approaches to learning ever growing in popularity as providers of nurse education recognize the benefits such approaches offer. The emphasis is on meeting the diverse needs of the health care employers and individuals by providing education that is flexible, learner-centred and customer focused. This paper presents the findings of a national survey to ascertain how providers of flexible education plan educational programmes to meet the needs of their customers. Based on data collected from 120 educational institutions within the higher education, health and social care and private sectors, it highlights: the ways in which flexible learning programmes and courses are delivered; what aspects of flexibility are considered important when designing programmes to meet the needs of prospective customers; and what approaches are used to assess demand for flexible education. The study stresses the need for providers of flexible education to take into account the dual perspectives of those who have a stake in the flexibility of nurse education; NHS employers as funders of students and individual healthcare professionals themselves.
将市场力量引入国民医疗服务体系（NHS），导致护士教育被视为一种商品，由教育机构供应，NHS雇主购买。意识到在这种新的消费文化中支付课程费用的成本，NHS信托机构和其他医疗服务雇主越来越多地寻求具有成本效益的灵活培训，以便快速有效地培训其员工。与此同时，英国中央助产士及护士理事会（UKCC）的注册后教育与实践项目（PREPP）的启动，加速了对持续专业发展（CPD）的需求。注册护士和在册护士都发现他们需要专业更新和技能，因此需要更多的课程学习机会。这些变化带来的对教育和培训需求的增加，仅靠传统方法无法满足，这就要求教育机构重新评估其授课方式，并引入更灵活的学习方法。有充分证据表明，现在情况确实如此，开放学习、远程学习和灵活学习方法越来越受欢迎，因为护士教育提供者认识到这些方法的好处。重点是通过提供灵活、以学习者为中心和以客户为导向的教育，满足医疗保健雇主和个人的多样化需求。本文介绍了一项全国性调查的结果，以确定灵活教育提供者如何规划教育项目以满足客户需求。基于从高等教育、卫生和社会护理以及私营部门的120个教育机构收集的数据，它强调了：灵活学习项目和课程的授课方式；在设计满足潜在客户需求的项目时，哪些灵活性方面被认为是重要的；以及用于评估灵活教育需求的方法。该研究强调，灵活教育提供者需要考虑到那些在护士教育灵活性方面有利害关系的人的双重观点；作为学生资助者的NHS雇主和医疗保健专业人员个人本身。
