Clinical

<p>Since the UKCC issued its first proposals for mandatory continuing education for nurses (1), there has been general agreement that this is a proper direction for nursin

<p>Nurses now seek planned career advancement patterns, as opposed to a series of intermittent, disconnected jobs.

<p>During the first half of the twentieth century, is nursing was dearly subservient to the more powerful medical profession.

<p>The Equal Opportunities Commission (HOC) report on women’s employment in the National Health Service was generally critical of current equal opportunities practice (1).

<p>A 'positive blueprint for change' is how the United Kingdom Central Council described its report on the future of community nurse education and practice (1).

<p>The potential benefits of receiving academic accreditation for prior experiential learning have encouraged great optimism in many nurses.

<p>This article features the experiences of a group of intensive care nurses in their early efforts to establish a Nursing Development Unit (NDU).

<p>Mike McManus follows last week’s article on Credit Accumulation and Transfer Schemes by providing specific examples of the types of situations in which the schemes will

<p>There are many lessons to be iearned from the US experience of mandatory continuing education (CE).

<p>In the third of four articles based on her study tour of the United States, Nursing Standard Editor Norah Casey defines the process of accreditation for continuing educ

<p> In the second of four articles based on her study tour of the United States, Nursing Standard Editor Norah Casey explores how the case for mandatory continuing educati