Index

Page numbers in bold type refer to figures and page numbers in italic type refer to tahles.

Academic standards committees 161ACCESS funds 97Accountability 121, 142-3Accounting

cost 144-5 , 160financial 144, 159-60

Accreditation, phys iotherapy 53,55-7,59-63,62,65-6,74

Accreditation of prior experientiallearning (APEL) 24-5, 36, 68-9

Certificate in Education (FurtherEducation) 86, 89

Accreditation of prior learning (APL)24,36,40,86

Actual curriculum I IAdmi ssion with advanced standing 36

see also Accreditation of prior learning(APL)

Amalgamations 122Analy sers 135Andragogical curriculum model

(Knowles) 18-19Andragogy, definition 18-19Appleby, J. et al . 120Appointees, potential 147Assessment 15-16,56-7,73-5,86,

155on demand 155'v alidity' 155

Attendance 89Attree , M. 136Austin Knight Advertising 78, 87-8

BA (Education and Training) 86Beattie, A. 17

Behavioural-objectives curriculum model(Tyler) 13-14

Bell , R. 10Benner, P. 37' Black hole' 109-10Bobbitt, F: The Curriculum 10BSc (Hons)

Nursing/Midwifery pathw ay 40Physiotherapy Studie s 66-7,69-70,

73Information Resource Centre 70management 70-1Programme Director 70, 71structure 67

Budgeting, creative 106Butler, P., and Millar , B. 105

Canada 134Cavanagh,S. 110Certificate in Education (CertEd) 79-90,

85(Further Education)

curriculum development and design81-7

market research 79-81old course 78part-time in-servi ce 77-90

Certificate in Teaching Competence 85,85-6

Chartered Society of Physiotherapy (CSP )46,47,48-9,50

clinical intere st groups (CIGs ) 49Development ofa System of Post­

Registration Education forChartered Physiotherapists 50

INDEX'---- 1 I 171

Education Committee 49, 51Experiential Learning Working Party

53,55,57-8,59Partnership, see University of

GreenwichPost-Registration Accreditation Panel

53,55Post-Registration Education Committee

49,50,51Post-Registration Education Panel 61Professional Development Diary 59see also BSc (Hons), Physiotherapy

Studies; Diploma in AdvancedPhysiotherapy; Graduate Diplomain Physiotherapy

Chief nurse ' s role 104-5Clare, J. 142Clients 26,29,78, 100, 166CNAA (Council for National Academic

Awards ) 36,55,89conference (1989) 80and ENB, joint conference (1990) 80

College-employer relation ship 29Colleges of nursing/midwifery/health care

studiesafter reorgan ization 96, 97-8and contracting to NHS trust consortia

98-9,99expenditure 159-60future management questions 122incorporation into higher education 6,

23,97,121-2National Audit Office advice 123

independent future 95-101marketing approach adoption 100mission identification 119-22organizational structure 105prior to reorganizat ion 92, 93, 94-5and purcha ser/provider split 103, 105see also School s of nursing and

midwiferyCommunity health care education

113-14Competence 25,84-5, 134-5 , 155Competition 112,113,119Compulsory education 27Conceptual analysis 163Conflict, professionaUstrategic 144-5Conroy , M., and Stidson, M. 109-10Conservative/classical human ism 12Consortia of providers, see NHS trustsContact pattern s 154-5

Continuing education 143nursing and midwifery 33physiotherapy 49, 72, 74

practice-based 49-50, 52-4, 53Contracting 26,98-9,99, 116, 160Core funding, FHE 99Corporate college, leadership and

management 133-5Corporate instrumentalism 149-50,

168Corporate paradigm 7

new models 141-69Corporations 95, 110Cost accounting 144-5, 160Cost centres 161Costs 120-1 , 160, 162

costing and pricing 120-1see also Expenditure; Funding ; Price

Council for Professions Supplementary toMedicine 47

Course manager ' s role 126-7Credit accumulation 36

definit ion 36nationwide review (1991) 80scheme for in-service teachers 36see also Credit accumulation and

transfer schemes (CATS);Physiotherapy Access toContinuing Education (PACE)

Credit accumulation and transfer schemes(CATS) 23-5 , 34, 36-44, 52, 78-9,121

Certificate in Education (FurtherEducation ) 83

levels 39-40,41, 83, 83credit points 23-5, 24, 38, 41, 56development background 37-8early evaluation 42-4general credit 24growth and development 42and NTOL 158operational details 38-42SEEC conference (1990) 33-4units 39-40see also Accreditation of prior

experiential learning (APEL);Accred itation of prior learning(APL)

Credit transfer 36Cultural-analysis curriculum model

(Lawton ) 16-17Culture analys is 135

INDEX172 I 1 _

Curriculumclassic models 13-1 8concept 9-10definitions 10-11demise of 28-30flexible and learning-centred 34ideologies 12-1 3, 148- 50models 18-22paradigm 2, 5planning 14, 15, 37-8, 120as product 15().....6revolution 2, 7, 141-2theory 13

Curriculum design 81-7 ,162-5challenge of 167coverage 162-3

Curriculum development 81-7 ,153,167initial concept 158new model 156-65,157

development stage 158-5planning 158validation and operation 165

Customer informat ion systems 123Customer value 136

Daniel, I.S. 134Davies, C. 37Dearden, G. 36Defenders 135Demand

for education 108-11' top-down' approaches 110

Democraticlliberal humanism 12Department of Health III

Heads ofAgreement, Ministerial Groupon Junior Doctors ' Hours (1990)III

Making London Better (1993) 106Design, new curriculum model 162-5DHAs (district health authorities) 6,

92-4,93,104,159-60see also Colleges of nursing!

midwiferylhealth care studiesDHSS (Department of Health and Social

Security), Mix and Match - A reviewofNursing Skill Mix (1986) III

Dialectical curriculum (Beattie) 18Diploma in Advanced Physiotherapy

Studies 52-4, 53, 55, 56, 63, 65Diploma of Higher Education (DipHE)

38, 121Directly managed units (DMUs) 120

Director of Nurse Education (DNE) 134Distance learning 70, 89, 162District nursing students 11 3Dixon, M, 128Doyle, P. 152Dual client features 78

Eclectic curriculum (Beattie) 17-18Educat ion

definition 27demand, and workforce supply

111-15market 6-7and training 145- 8

tradit ion 92-5Education Act (1988) 95Education al isolation 70, 89Ellsworth , E. 142Employers 147, 152, 166

needs 22, 152see also NHS trusts

ENB (English National Board for Nursing,Midwifery and Health Visiting) 33,81

critical care courses 38, 39Higher Award 33, 40, 41, 121higher education link 121, 134

Enrolled nurses II I, 158'Enterprise graduates' drive 34Eraut, M. 34-5, 84European Social Fund (ESF) 97Evaluation 165Expenditure

colleges 144, 159-60see also costs; Funding; Price

Experientiallearning 53, 55, 57-8professional development diary 58-9see also Accreditation of prior

experienti al learning (APEL)Experient ial learning cycle (Kolb) 22,

35

Facilitators of learning, teachers as 20-1Financial accounting systems 144,

159--60Financial probity 121Fitness for purpose 136-7, 165Flexibility 88, 89-90, II I, 163Foreman-Peck, L. 34Fourfold curriculum model (Beattie)

17-18Funding 92-3,94,98,99, 106-7, 116

INDEX_ _ _ ___ _________ _ 1 I 173

ring-fenced and non-ring-fenced107-8,108

see also Costs; Expenditure; PriceFurther Education Funding Council

(FEFC) 95-6,97,99Further Education Staff College (FESC)

36Further and Higher Education Act (1992)

91, 95Further and higher education colleges

92-4after reorganization 95-7,96corporate status 95-7prior to reorganization 92-4, 93

Further and higher education (FHE),financial resources 92-3

General practitioner fundholding scheme(GPFH) 106

Gibbs , G. 35GNVQs (General National Vocational

Qualifications) 27Goldenberg, D. 134Gough, P. 134Graduate Diploma in Physiotherapy 47,

54-5,59-60Gray, L. 152

Hooper, J. 123, 133Houle, c.o. 146Human sciences 163Humanistic curriculum model (Rogers)

20-1Humphrey s,1. 136-7

IlIich, I. 144In-company training 36In-service training, staff 147-8Incorporation

colleges of nursing/midwifery/healthcare studies, see Colleges ofnursing/midwifery/health carestudies

'survival' 132Instrumentalism

adaptive 149corporate 149-50deferred 149traditional 149

'Interim tier ' 115-16Internal market , see Market

Jaffe , D.T., and Scott, C.D. 134Jessup, G. 36

Ham, e. 143Harre, R. 3Haslegrave Report (1987) 27-8Health care , key changes 23-6Health care education and training, see

Education, and trainingHealth care market, see MarketHealth promotion course 164, 165Health visitor students 113Heginbotham, e. 105, 108Hidden curriculum IIHigher education

incorporation 95-7physiotherapy 71-2, 74prior to 1988 Education Act 92-3, 93system, 33-4transfer of 47-8see also Colleges of

nursing/midwifery/health carestudies; Further and highereducation; Further and highereducation colleges

Higher Education Funding Councils(HEFCs) 95,97,99

Kanter, R.M. 110Kelly, M.P. 163

and Maloney , W.A. 163-4Kerr, J. 10Kings Fund Commission (1992), London

Health Care 2010 105Knowledge

'displayed in performance' 84' underpinning performance' 84

Knowles, M.S. 18-19,163Kolb, D.A. 22, 35

learning cycle 35-6Kommers, D.W., and Schein, E.H. 3Kremer-Hayon, L. 35Kuhn, T. 1-4

Labour market , competitive 112, 113Land, R. 35-6Lawton, D. 16-17Lazarus, R. 164Leadership

in corporate college 133-5transformational 133

Learning 21, 35-6, 152, 154adult (andragogy) 18-20

INDEX174 1 1L- _Learning contd

lifelong 37open 26, 158outcomes 14,40resources 155, 162see also Distance learning

LEAs (local education authorities) 92-4Level s, see Credit accumul ation and

transfer schemes (CATS);Physiotherapy Access to ContinuingEducation (PACE)

Location 155London hospitals 105-6

Macmillan (publishers) 158Maloney, W.A., and Kelly, M.P. 163-4Management 115,133-5Market ix-x

approach to teacher training 77-90creation 6, 143, 144-5development 119-22education 6-7effecti veness 122-7for health care 6, 92, 105-6for health care education 106-8,

115-16and physiotherapy schools 48recruitment 11 2, 113

Marketing 78, 100, 150-3and initial teacher training 77-90mix 153

Masterman, M. 3Master ' s degrees, physiotherapy 56, 71Matrix (or modified matrix ) structures

123Mead, a .H. 146Mental handicap nurse education (RNMH )

115Mergers, see College s of nursing!

midwifery/health care studiesMidwifery 38

see also Colleges of nursing!midwifery!health care studies; Nursing andmidwifery education; Schools ofnursing and midwifery

Miles, RJ. 122et al. 135and Snow, C.C. 135

Millar , B., and Butler, P. 105Mix-and-match module s 114Monotechnics 92, 94Mulkay, M. 4Mullin s, LJ. 147

National Audit Office 123National Staff Committee for Nurses and

Midwives 134Negotiated curriculum (Beattie) 18NHS and Community Care Act (1990)

106NHS (National Health Service) 104,

143, 144-5NHSME (Managemant Executive )

104NHS trusts 5,6,109,115,120

consortia 98-9,99, 116and strategic planning 144-5

North America 141Nurse tutor, role 100, 166Nurses and midwive s 6, 110

credit scheme 32-45health promotion course for 164, 165

Nursing and midwifery education 119,120,121,134,152

challengeto 32-3ideologies 148-9organization and management 134socialization 146-7see also School s of nursing and

midwiferyNursing Times Open Learning Scheme

(NTOL) 158NVQs (national vocational qualifications)

25,52, 127

Official curriculum IIOpen curriculum 66-7Open learning 26, 158Organi zational culture 147Organi zational structures 105, 122-7,

128Orthodox curriculum paradigm 2, 5,

9-10,29destabilized 4, 22-8

Otter, C. von 105, 108

Paradigmconcept (Kuhn ) 1-4, 142corporate 7, 136-8

new models 4, 141-69definition Isee also Orthodox curriculum paradigm

Pathway s 25, 38-9Patient s

as clients 29direct involvement with 166, 167

Pedago gy 18-19

INDEX______ ________-----.JI I 175

Pendleton, S. 148Peters, R.S. 88Peters, T.J. 123

and Waterman, R.H. 123Physiotherapy

degrees 47higher education 71-2,74

transfer to 47-8post-registration education 50-I,

71-2Physiotherapy Access to Continuing

Education (1990) 51Physiotherapy Access to Continuing

Education (PACE) 46-76academic currency 54-5, 59accreditation 56-7, 59-63, 62, 64assessment 73-5collaboration 56-7Consortium of Higher Education

Institutions 57,60,72-5'Credit Arrangements with Higher

Education Institutions'conference (1992) 72

role and functions 73credit points 55credit-ratings 54-5 , 73development phases 74historical context 46-7levels 63, 64, 74objectives 54practice-based and common-core

components 67, 69-70principles 51-2professional recognition 59research project 68, 69-70

PICKUP funds 97Planning 138Polytechnic and Colleges Funding

Council (PCFC) 95Polytechnic institutions 94Polytechnics 92-4, 93, 95Post-compulsory education and training

(PCET) 27, 78Post-registration courses, physiotherapy

50Post-registration and practice (PREP) 32Postgraduate Certificate in Education

(PGCE) 85, 85-6Pre-registration education and training

48-9, 103, 114Price 155-6Princess Alexandra and Newham College

(PANC) 38-45

Process curriculum model (Stenhouse)14-16

Process knowledge 35Product curriculum model (Tyler) 13-14Profession, internally driven 143-4Professional autonomy 143Professional and corporate imperatives

142-5Professional development 146-7

diary 58-9Professional education 27-8 , 142

coverage 153-4Professional educator role 165-8Professional practice, neglect in literature

142Professional thinking 34-6

reflection in 35Professionalization 9, 23Professionals, nature of 143-4Project2000 5-6,7,92,95,97Project 2000: A New Preparation for

Practice (1986) 23Propositional knowledge 35Prospectors 135Purchaser/provider split 6, 115, 119

in education 107-8, 109in health care services 103, 104-6

Purchasing dilemmas 105

Quality 136-8, 152-3Quinn, F. 10

Ranade, W. (Appleby, J. et al .) 120Reactors 135Reconstructionism 12, 148Recruitment 88,89, 112,113, 126Reflection 34, 35Reflective practitioner 28, 34, 85Regulations, new curriculum model

161-2Regulatory organizations, external

161-2Resources 137-8, 159-61Responsibilities, senior staff 124-6Revisionist/instrumentalism 12Revolution 2,7, 141-2RHAs (regional health authorities) 6,

109,110,115-16role in relation to Working Paper 10

98-9,99Robinson, R.

(Appleby, J. et al.) 120et al. 106

INDEX176 I 1 _

Rogers, C. 20-1Romantic/progressivism 12Royal Hallamshire Hospital, Sheffield

58-9

Salter, B. 105, 108Schein, E.H., and Kommers, D.W. 3Schon,D.A. 3,28,34,85,163Schools of nursing and midwifery

122-3,133Schools of physiotherapy 71-2Scott, C.D., and Jaffe, D.T. 134Scrimshaw, P. 12, 148, 149Scrutineers 64Search for Continuity in Further

Education Teacher Training, The(Huddersfield Polytechnic 1991) 79

Self-assessment 15-16Self-development theory 165Service providers 100Simpson, I.H . 3, 146Singer, N. 33-4Skilbeck, M. 10-11, 17Skills 110-11, 120Snow, C.C., and Miles, RJ. 135Social psychology 3-4Socialization 3, 146-7Spurgeon, P. 143, 144Staff

development 87, 129-30, 134in-service training 147-8preparation 129-30roles and responsibilities 127-9

Stanwick, S.C. 110-11Statement of competence, CenEd 81,

84,89Statement of intent, physiotherapy 58,

69Stenhouse, L. II, 14-16Stidson, M., and Conroy, M. 109-10Strategic planning 144-5, 149-50Stress 164Student, significance 152Student-staff ratio (SSR) 159, 160-1Students

behaviours 14as clients 166salaries 107

Support staff 121System 154

innovations 164, 164-5Systems of values, conventional 153

Teacher trainingin-service 77pre-service (initial), marketing

approach 77-90Teacher/learning process 83Teachers/teaching 21, 121, 126Technical rationality model 28Tensions 136-7Thames College of Health Care Studies

incorporationsteering group 130-2see also University of Greenwich

Incorporation Advisory Group (lAG)131

Incorporation Project Team 131Toffler, A. 133Tomlinson report (1992) 105-6Training 27Training and Enterprise Councils (TECs)

97Tyler, R. 10

Basic Priciples ofCurriculum andInstruction 13-14

UKCC (United Kingdom Central Council)80, 121

Unit for the Development of AdultContinuing Education (UDACE),Learning Outcomes in HigherEducation report (1992) 40

Univers ities, after reorganization 96,96-7Universities Funding Council (UFC) 95University of Greenwich ix, 55-6

academic staff 127-9CAF (credit accumulation framework)

programme 36, 82, 86centres for NVQ development and

health research and eth ics 127certificates in education 85, 85-6clinical directorate-focused divisions

124-6collaboration with Macmillan for

NTOL 158conditions of service 129, 132Faculty Advisory Committee 129FacultyofHealth 128,136,137-8incorporation of Thames College of

Health Care StudiesFaculty structure 124-40, 125management 123-4, 130-2, 137-8staff preparation and development

129-30

INDEX'----- 1 1 177

organizational structures 124-7partnership with Chartered Society of

Physiotherapy 55-7accreditation 65-6

joint arrangement 59-63Joint Post-Registration Education

Panel 61,62,63-4,71 ,74Memorandum of Co-operation 61,

62,70-1see also Physiotherapy Access to

Continuing Education (PACE)pension schemes 132and Princess Alexandra and Newham

College joint credit scheme 38-45School of Post Compulsory Education

and Training (PCET) 56, 158,159-61, 163

curriculum development model156-65, 157

student experience management126-7

Value system acquisition 146Vocational education 27, 150

Waterman, R.H., and Peters, T.J . 123Webster, R. 133Wellington, J. 149, 167White Papers

Caring for People (1989) 104Promoting Better Health (1987) 104Working for Patients (1989) 48,104,

119Workforce supply 111-15,112,113,114Working Paper 10: Education and

Training (1989) 6, 26, 48, 110funding 106-7role of RHA 98-9, 99

Health Psychology2nd edition

Processes and applications

Edited by A. K. Broome, Clinical Psychologist, Weymouth , Dorset, UK, andS. P. Llewelyn, Department of Psychiatry, University of Edinburgh, UK

The second edition of this successful standard text preserves the strengths of the first editionin its comprehensive coverage of a wide area of application. Some chapters and authors havealtered , but the book's overall framework remains the same.

New chapters address the context of health care provision, stress and cardiac disorders . Theexisting chapters have been extensively updated to include new research material and areas ofapplication . The book presents theory first and application second, stressing the need for aclear understanding of principles before putting psychology into practice.

Features :

• discusses both the theory and application of health psychology

• discusses the major issues in the field

• has a comprehensi ve discussion of a series of applications of health psychology

Contents: Introduction - A. Broomeand S. Llewelyn. Health beliefs and attributions- T. Marteau; Stress and health - T. Cox; Placebos: their effectiveness and modes of action- P. Richardson; Applying health psychology in health and community care settings - B. Kat;Improv ing patient's understanding, recall, satisfaction and compliance - P. Ley and S.Llewelyn; Institutional versus client-centred care in general hospitals - K. A. Nichols; Caring :the costs to nurses and relatives - S. Llewelyn and S. Payne; Patients' contributions to theconsultat ion - E. Robinson; Cardiac disorders - C. Bundy; Dermatology - P. Janes; Diabetesmellitus - R. Shillitoe; Psychological aspects of physical disability - S. Wilkinson;Gastroenterology - P. Bennet; General practice: the contribution of clinical psychology- I. McPherson; Geriatric medicine - N. Bradbury; Gynaecology - M. Hunter; Psychologicalaspects of neurological illness - L Earll; Emotional factors in hearing loss - S. Jakes;Obstetrics - L Sherr; Paediatrics and childhood cancer - N. Whitehead;Chronic pain- A. Erskineand A. C. de C. Williams; Renal care - C. G. Long; Surgery - J. Kincey;Terminalcare - C. Wilson; Index. .

September1994: 246x189: c.448pp,12 line iIlus; paperback: 0 412 551209: £24.99

CHAPMAN & HALL

Principles and Practiceof Nurse Education3rd edition

F. M. Quinn, Healthcare Education Department, University of Greenwich,UK

This successful book has been revised to include the many changes in nurse education. It isthe only book that covers the complete spectrum of education as applied to nursing andhealthcare professions .

From a review of the second edition:'For student teachers in nursing, I highly recommend this book. It will also be very beneficialto qualified teachers for updating or to others seeking an understanding of the complex issuesinvolved in the theory and practice of nurse education.' NursingStandard

Features :

• revised, with new chapters to meet today's educational needs

• reflects the move to higher education

• educational approach covers the whole field of adult education

• new chapters include : planning for teaching, quality assurance, educational deliverysystems, course management

• the examples given are from nursing, but they apply to any aspect of adult education,particularly to health science disciplines

Contents: Educational psychology: cognitive approaches. Educational psychology :behaviourist and other approaches . Educational psychology: individual differences, socialinfluences and motor skills. Study skills and strategies. Lecturing. Small-group teaching.Practice-based learning. Information technology and media resources. Educational deliverysystems . The curriculum : principles and organisation. Assessment. Educational qualityassurance . Course management. Tutoring and counselling . Teaching biological concepts .Teaching communication skills. Research and enquiry in nurse education. Index.

September 1994: 246xI89: c.496pp, 44 lineiIIus; paperback: 0412435500: c. £17.50

CHAPMAN & HALL

Health Education2nd edition

K. Tones and S. Tilford, Leeds Metropolitan University, UK

Since the first edition of this book was published, in 1990, health promotion has beenenjoying an increasingly high profile both nationally and internationally. For this new edition,many chapters have been extensively revised or rewritten to take account of recentdevelopments . New issues about health education are discussed and, as a result, the bookprovides a more comprehensive and critical review of health promotion and its relationshipwith health education.

In addition to presenting detailed analysis of different models of health education anddiscussing implications for evaluation, a greater emphasis has been placed on the values andideological issues permeating attempts to assess the effectiveness and efficiency of healtheducation. The book argues the case for critically appraising the implicit and explicit valuesand associated ethical issues which are central to the process of evaluation. It also reiteratesthe importance of grounding evaluative research and health education programmes on a firm,explicit and coherent foundation of theory.

From a review of the first edition:'Books on health education can easily be wishy washy, uninspirational and unscientific, butthis is not one of them.. . This book will be useful for all those concerned with health andsocial policy, particularly in health promotion, prevention, and public health.'

British Medical Journal

Features :

• addresses current issues within health education including the impact ofenvironmentalism to keep the reader well informed

• paperback, reduced price and therefore suitable for the student market

• the standard work, revised and updated for current courses

• illustrated by models and figures for ease of reference

Contents: Introduction. Part One : The meaning of success. Indicators of success and themeaning of performance. Research design in evaluation: Choices and issues.Part Two: School health education. Health care contexts. Mass media in health education.Health promotion in the workplace. Community organization and strategic integration:Promoting community health. Index.

April 1994: 234x156: 336pp,29 lineiIIus; paperback: 0412 55110I: £19.99

CHAPMAN & HALL