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Additional info for Professional development, reflection and decision-making in nursing and health care
NMC, London. 40 Professional Development, Reflection and Decision-Making Nursing and Midwifery Council (NMC) (2011) The PREP Handbook. NMC, London. , Keck, B. and Wells, N. (2003) The Vanderbilt Professional Nursing Practice Program: part 1: growing and supporting professional nursing practice. Journal of Nursing Administration, 33 (9), September, 441–450. Spouse, J. (2003) Professional Learning in Nursing. Blackwell Publishing, Oxford. Sturdy, D. (2004) Consultant nurses: changing the future.
Students need, according to Benner (1984), to build ‘a repertoire of paradigm cases’ by exposure to a wide range of clinical and patient situations. These form the basis of experiential learning, whereby the student mentally stores these cases and subconsciously draws on them each time a similar event occurs. In this way the students build up their experience, and through reflective learning processes can use them as learning experiences. Hence, the students need to be accepted into the clinical team and provided with as wide a range of experience as possible to help them achieve their learning objectives and thus become a nurse.
Nurse Education Today, 27, 26–34. Manley, K. (1997) A conceptual framework for advanced practice: an action research project operationalising an advanced practitioner/consultant nurse role. Journal of Advanced Nursing, 6 (3), 179–190. Manley, K. (2000a) Organisational culture and consultant nurse outcomes: part 1, organisational culture. Nursing Standard, 14 (36), 34–38. Manley, K. (2000b) Organisational culture and consultant nurse outcomes: part 2, nurse outcomes. Nursing Standard, 14 (37), 34–39.