Publisher's Synopsis
Chapter one describes how the profession has arrived at its present position and the way in which Project 2000 has developed. It addresses these issues at the levels of strategy and policy formulation. Chapter two considers the theoretical basis for practice. It addresses the various ways of knowing in nursing, the breadth of the knowledge base, how theory informs practice, and how practice informs theory. The particular contribution of the social sciences in integrating theory and practice in the curriculum is also considered.;Chapter three examines the way in which subject matter is selected and organized within the curriculum. It considers the integration of sociology into the curriculum and notes that the discipline makes a distinctive contribution through being complementary to other areas of study. It thus extends a theme raised in Chapter two.;Chapter four emphasizes the need to consider care as the central issue in the curriculum. It examines the nature of nursing care from a philosophical perspective. It also identifies the essential elements of therapeutic caring and discusses how they can be placed in the curriculum by balancing humanitarian care with technical competence.;Chapter five recognizes the importance of ethics and ideology in the curriculum. It is suggested that in a market-orientated high technology health service nurses are in danger of losing their moral sense. Moral responsibility and political awareness are presented in the context of placing nursing ideology on the curriculum.;Chapter six considers the impact of the new Project 2000 curricula on teachers, students and clinicians. It investigates the radical changes of role which are involved, and looks at how new roles are being developed to meet the demands of the new curricula.;Chapter seven provides an overview of the ways in which the Project 2000 educational experience influences students. It addresses the issues and problems which students face and suggests how they may be overcome.;Chapter 8 looks at the radical changes brought about by Project 2000 from academic and organizational perspectives. It identifies the major issues, assesses what needs to be done and presents models of the organizational changes involved. Chapter nine investigates Project 2000 as a major educational initiative with significant resource implications. It deals with curriculum management, management of vocational experience and provision of human and non-human resources. Chapter 10 deals with the importance of evaluation and review in the new curricula. Without attempting to be prescriptive, it suggests that these vitally important curriculum development processes are akin to the research process, and that they offer a useful way forward within the constraints of local needs and cirucmstances.;Chapter 11 presents the author's personal attempt to view the future as we move towards and beyond the year 2000. It adopts an innovative approach by using the nursing strategy document of one of the four UK Health Departments as a vehicle for the prospective journey.
