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dc.contributor.authorWhaley, Viki
dc.contributor.authorCooper-Caiger, Lee
dc.contributor.authorHay, Jonathan
dc.contributor.authorStone, Jacqueline
dc.date.accessioned2024-01-18T02:59:29Z
dc.date.available2024-01-18T02:59:29Z
dc.date.issued2024-01-09
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/628430/Accepted%20version.pdf?sequence=2
dc.identifier.citationWhaley, V., Cooper-Caiger, L., Hay, J., & Stone, J. (2024). Evaluating the NMC proficiencies framework: perspectives of students and educators 5 years on. British Journal of Nursing, 33(1), 22-26. https://doi.org/10.12968/bjon.2024.33.1.22
dc.identifier.issn0966-0461
dc.identifier.doi10.12968/bjon.2024.33.1.22
dc.identifier.urihttp://hdl.handle.net/10034/628430
dc.descriptionThis document is the Accepted Manuscript version of a Published Work that appeared in final form in the British Journal of Nursing, copyright © MA Education, after peer review and technical editing by the publisher. To access the final edited and published work see https://www.magonlinelibrary.com/doi/abs/10.12968/bjon.2024.33.1.22.
dc.description.abstractIt is now half a decade since the Nursing and Midwifery Council (NMC) launched Future Nurse: Standards of Proficiency for Registered Nurses. Applicable nationally, this proficiencies framework dictates specific elements of nursing praxis that all pre-registrants must achieve in order to qualify as registered nurses, before going on to gain employment in either the NHS or adjacent healthcare providers. The NMC proficiencies framework is subdivided into seven proficiencies and two annexes, each of which contains multiple specific criteria detailing the skillset pre-registrants must demonstrate, in order to be signed off by a qualified educator. Subsequently, in the last 5 years the standards have brought about significant alterations to the delivery of nursing programmes at UK higher education institutions. This article reports the results of a pair of service evaluations, which gathered feedback from both pre-registrant students and educators in relation to their direct experiences of the NMC's proficiencies framework. The authors compare the contemporary perspectives collated here against earlier academic appraisals of the guidance framework, in order to outline its past and present reception at the level of delivery.
dc.publisherMA Healthcare
dc.relation.urlhttps://www.magonlinelibrary.com/doi/abs/10.12968/bjon.2024.33.1.22
dc.sourcepissn: 0966-0461
dc.sourceeissn: 2052-2819
dc.subjectGeneral Nursing
dc.titleEvaluating the NMC proficiencies framework: perspectives of students and educators 5 years on
dc.typeArticle
dc.identifier.eissn2052-2819
dc.contributor.departmentUniversity of Chester
dc.identifier.journalBritish Journal of Nursing
dc.date.updated2024-01-18T02:59:29Z
dc.date.accepted2023-11-07


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