The Australian context
In Australia, the attainment and practice of leadership
and managerial skills are considered to be an important
component of nursing education at the standard registered
nurse (RN) level, the more advanced NP level and
at the highly complex specialized nursing level. However,
it is important to note that there are two different,
and, sometimes, oppositional, imperatives driving
nursing education and nursing management. The first of
these imperatives is an internal one, which comes from
within the health service context of practice. This concerns
the acquisition of practical skills which can be
easily transferred and utilized in the workplace. This
imperative may be satisfied by the provision of short
courses, programmes or training within the workplace.
Often, this form of education does not result in the
attainment of a recognized award or degree. The second
imperative is an external one, where the requirements
of the education system (including universities) and
accreditation bodies impact on educational delivery. A
key challenge for nursing educators in Australia is to
attempt to create programmes which foster leadership
and management skills, while satisfying both the internal
and external imperatives. Closer facilitation is needed
between health service providers and the formal
educational sector, in order to advance the acquisition
of nursing leadership and management skills, which
may, in turn, assist in promoting more positive staff and
patient outcomes (Paterson et al. 2010, Sherman &
Pross 2010, Duffield et al. 2011).
Nursing education in Australia has evolved in
response to health sector trends and workforce
challenges. Undergraduate nurse education is based on
national standards for pre-registration nursing courses
(Australian Nursing and Midwifery Accreditation
The Australian context
In Australia, the attainment and practice of leadership
and managerial skills are considered to be an important
component of nursing education at the standard registered
nurse (RN) level, the more advanced NP level and
at the highly complex specialized nursing level. However,
it is important to note that there are two different,
and, sometimes, oppositional, imperatives driving
nursing education and nursing management. The first of
these imperatives is an internal one, which comes from
within the health service context of practice. This concerns
the acquisition of practical skills which can be
easily transferred and utilized in the workplace. This
imperative may be satisfied by the provision of short
courses, programmes or training within the workplace.
Often, this form of education does not result in the
attainment of a recognized award or degree. The second
imperative is an external one, where the requirements
of the education system (including universities) and
accreditation bodies impact on educational delivery. A
key challenge for nursing educators in Australia is to
attempt to create programmes which foster leadership
and management skills, while satisfying both the internal
and external imperatives. Closer facilitation is needed
between health service providers and the formal
educational sector, in order to advance the acquisition
of nursing leadership and management skills, which
may, in turn, assist in promoting more positive staff and
patient outcomes (Paterson et al. 2010, Sherman &
Pross 2010, Duffield et al. 2011).
Nursing education in Australia has evolved in
response to health sector trends and workforce
challenges. Undergraduate nurse education is based on
national standards for pre-registration nursing courses
(Australian Nursing and Midwifery Accreditation
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