Abstract
The focus of the research is on the process of implementing curriculum innovation in six English nursing schools in response to the invitation from the statutory body - the English National Board for Nursing, Midwifery and Health visiting - for collaboration between nursing schools and institutions of higher or advanced further education. The thesis begins with a review of the historical background, and the events leading up to the Board's call for experimentation in September 1984; the first two chapters, which are largely descriptive, recording previous attempts to reform the pattern of initial preparation nursing. Content analysis of the submissions reveals differences and similarities in the proposals from the six schools. One scheme, in a rural area, makes no external educational linkage; one nursing school links with a college of education, one with a tertiary college, two with polytechnics and one with lecturers from the extra-mural department of a university. Five of the schemes propose a change in curriculum context and in the status of the student - with supernumerary status for six months, one year or two years. One does not propose to alter the context of the curriculum, but proposes major changes in curriculum content teaching/learning strategies and assessment. An interpretive approach is then adopted to elicit the view of those planning and preparing to introduce change. Visits between July 1986 and July 1989 were made to each school for discussion with individuals and groups, and open interviews with participants and others. Factors influencing the implementation, modifications, and educational or organisational changes in the collaborating institutions are discussed - revealing differences in each social milieu. Issues raised in the six schemes include; the issue of time - the time-scale for adoption of plans, preparing and introducing change, time for preparing everyone involved for changing roles, and the difficulties of time spent travelling between two sites; developing the infrastructure and communication system; the workload for innovators and implementors; maintaining support networks, and the complexity with large, or frequent annual intakes of students. The evidence points to the need for assessment and evaluation to be an integral part of the planning procedure within parameters agreed by the statutory bodies - the UKCC and ENB. The issues raised in the research are relevant to those planning nursing courses for Project 2000.