Journal of Nursing Education

Editorial 

Recalibrating Prelicensure Education

Janis P. Bellack, PhD, RN, FAAN

Abstract

Prelicensure nursing education programs have become increasingly burdened by unrealistic and unreasonable expectations of graduates for beginning nursing practice. Vast changes in the nursing practice environment have occurred during the past 25 years, including tremendous complexity and acuity of patient care in the hospital setting, decreased lengths of stay and the shift of care and recovery to the home and community, explosion of new technologies, and exponential growth of information and knowledge, requiring educational programs to scramble to keep up by packing more and more into the nursing curriculum.

Abstract

Prelicensure nursing education programs have become increasingly burdened by unrealistic and unreasonable expectations of graduates for beginning nursing practice. Vast changes in the nursing practice environment have occurred during the past 25 years, including tremendous complexity and acuity of patient care in the hospital setting, decreased lengths of stay and the shift of care and recovery to the home and community, explosion of new technologies, and exponential growth of information and knowledge, requiring educational programs to scramble to keep up by packing more and more into the nursing curriculum.

EXCERPT

Prelicensure nursing education programs have become increasingly burdened by unrealistic and unreasonable expectations of graduates for beginning nursing practice. Vast changes in the nursing practice environment have occurred during the past 25 years, including tremendous complexity and acuity of patient care in the hospital setting, decreased lengths of stay and the shift of care and recovery to the home and community, explosion of new technologies, and exponential growth of information and knowledge, requiring educational programs to scramble to keep up by packing more and more into the nursing curriculum.

10.3928/01484834-20061101-01

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