Abstract
This study is concerned with an understanding of the Continued Professional Learning (CPL) of Project 2000 (P2K) diplomates' from one college of nursing in England. A longitudinal case study design using qualitative methods was chosen to ascertain the extent to which the diplomates' notion and construction of professional learning evolved in the first two years of their registered practice. A judgemental sampling technique was used to select sixteen diplomates and six lecturers who were involved in the education of these nurses. The main method used to gather data was in-depth, open-ended interviews. Relevant field notes of the interviews complemented by relevant educational documentary evidence also produced useful data. An inductive analytic approach was adopted to analyse the data. The findings highlight a philosophy of continued learning which is embedded in the aims of the P2K course. The diplomates defined professional learning as a dynamic learning process which suggests some of the ideals of professionalism and that learning on the P2K course equipped them with a fundamental framework for their professional learning once qualified. A developmental process of the diplomates' professional learning emerged from the data. It demonstrates the manner in which these nurses attempted to make sense of what they were learning and how they were developing professionally which clearly reflected a change from the apprenticeship model of professional learning. However, tension between P2K and the traditional notion of professional learning in nursing was evident. Most of the conflicts were found to be due to the disparity in nursing values and care philosophy which had an effect on the diplomates' learning at various points of their work role transitions. Taking a transitions' perspective in the understanding of these nurses' professional learning demonstrated that such an approach has the potential for restructuring the thinking on the education of future nurses while providing scope for their continued professional development. A dominant and recurrent theme which emerged from the demands of the diplomates' role development was the affective domain of learning which was found embedded within the process of their CPL. Thus, the continuous peer support network which had empowered the diplomates to resolve their problems of adjustments to the staff nurse role could be of value to all nurses as well as the conceptualization of the stages of professional learning which emerged from this study.