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dc.contributor.authorGrealish, L
dc.contributor.editorKennedy, M., Billett, S., Gherardi, S. & Grealish, L.
dc.description.abstractThe emergence of standardization as an approach to govern occupational groups and their work implies assurance of quality, or in some occupations, safety, of the services provided. Nursing competency standards gained support in the late twentieth century through the alignment of interests of regulatory, management, education, and research social worlds. Whilst these standards provided an assurance of consistency across a range of higher education institutions and health practice settings, the ‘work’ of producing competence remains hidden. In this chapter, the use of competency standards to produce ‘evidence’ of competence as an educational outcome for nursing students and graduates is explored. The systems and processes designed to assure a competent nurse consume an alarming quantity of resources, during a period of efficiency and effectiveness, leading the author to question the long-term sustainability of this approach in the education of nursing students.
dc.publisher.placeDordrecht, The Netherlands
dc.relation.ispartofbooktitlePractice-based learning in higher education: Jostling cultures
dc.subject.fieldofresearchHigher Education
dc.titleProfessional Standards in Curriculum Design: A Socio- Technical Analysis of Nursing Competency Standards
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.facultyGriffith Health, School of Nursing and Midwifery
gro.hasfulltextNo Full Text
gro.griffith.authorGrealish, Laurie A.

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