Advertisement

Work and Career Orientations of Nurses

  • Simone R. KirpalEmail author
Chapter
  • 737 Downloads
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 13)

Abstract

In the following two chapters the results of the empirical investigation with nurses and IT technicians working in Germany and the UK are presented and analysed. The presentation and analysis will be organized around the themes ‘flexibility’, ‘work and career orientations’, ‘skills’ and ‘identity’. In doing so, the comparative perspective of the structural conditions and responses of employees in Germany and the UK is integrated into the topics of analysis organized by sector, underlining similarities and differences between the two national samples.

Keywords

Professional Development National Health Service Nursing Profession Career Orientation Direct Patient Care 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Baruch, Y., & Winkelmann-Gleed, A. (2002). Multiple commitments: A conceptual framework and empirical investigation in a community health service trust. British Journal of Management, 13, 337–357.CrossRefGoogle Scholar
  2. Benner, P. (1982). Issues in competency-based testing. Nursing Outlook, 30(May), 303–309.Google Scholar
  3. Bimrose, J., & Barnes, S.-A. (2007). Styles of career decision making. Australian Journal of Career Development, 16(2), 20–28.Google Scholar
  4. Brown, A. (1997). A dynamic model of occupational identity formation. In A. Brown (Ed.), Promoting vocational education and training: European perspectives (pp. 59–67). Tampere: University of Tampere Press.Google Scholar
  5. Brown, A., Green, A., Pitcher, J., & Simm, C. (2000). Employers skill survey: Case study – Health and social care (National Skills Task Force Research Report 35). Nottingham: DfEE.Google Scholar
  6. Brown, A., & Kirpal, S. (2004). ‘Old nurses with new qualifications are best’: Competing ideas about the skills that matter in nursing in Estonia, France, Germany and the UK. In C. Warhurst, E. Keep, & I. Grugulis (Eds.), The skills that matter (pp. 225–241). Basingstoke, Hampshire and New York: Palgrave Macmillan.Google Scholar
  7. Chiarella, M. (2002). The legal and professional status of nursing. London: Churchill Livingstone.Google Scholar
  8. Kendall, L. (2001). The future patient. London: Institute for Public Policy Research.Google Scholar
  9. Kirpal, S. (2004c). Work identities of nurses: Between caring and efficiency demands. Career Development International, 9(3), 274–304.CrossRefGoogle Scholar
  10. Kirpal, S., & Biele Mefebue, A. (2007). “Ich habe einen sicheren Arbeitsplatz, aber keinen Job”. Veränderung psychologischer Arbeitsverträge unter Bedingung von Arbeitsmarktflexibilisierung und organisationaler Transformation (ITB Research Paper Nr. 25). Bremen: Institut Technik und Bildung.Google Scholar
  11. Kirpal, S., Brown, A., & Dif, M. H. (2007). The individualisation of identification with work in a European perspective. In A. Brown, S. Kirpal, & F. Rauner (Eds.), Identites at work (pp. 285–313). Dordrecht: Springer.CrossRefGoogle Scholar
  12. Lave, J. (1993). The practice of learning. In J. Lave & S. Chaiklin (Eds.), Understanding practice: Perspectives on activity and context (pp. 3–32). New York: Cambridge University Press.CrossRefGoogle Scholar
  13. Lave, J., & Wenger, E. (1991). Situated learning – Legitimate peripheral participation. New York: Cambridge University Press.Google Scholar
  14. McAleer, J., & Hamill, C. (1997). The assessment of higher order competence development in nurse education (Research Report). Newtownabbey: University of Ulster.Google Scholar
  15. Oakley, A. (1993). Essays on women, medicine and health. Edinburgh: Edinburgh University Press.Google Scholar
  16. Rafferty, A. M. (1996). The politics of nursing knowledge. London: Routledge.CrossRefGoogle Scholar
  17. Rauner, F. (1999). Entwicklungslogisch strukturierte berufliche Curricula: Vom Neuling zur reflektierten Meisterschaft. Zeitschrift für Berufs- und Wirtschaftspädagogik (ZBW), 95. Band, Heft, 3, 424–446.Google Scholar
  18. Reeves, R., West, E., & Barron, D. (2005). The impact of barriers to providing high-quality care on nurses’ intentions to leave London hospitals. Journal of Health Services Research and Policy, 10(1), 5–9.CrossRefGoogle Scholar
  19. Seidl, E. (1991). Pflege im Wandel. Das soziale Umfeld der Pflege und seine historischen Wurzeln dargestellt anhand einer empirischen Untersuchung. Vienna, Munich, Bern: Maudrich.Google Scholar
  20. Staniszewska, S., & West, E. (2004). Meeting the patient partnership agenda: the challenge for health care workers. Journal for Quality in Health Care, 16(1), 3–5.CrossRefGoogle Scholar
  21. Wagner, D. (1991). Oganisation, Führung und Personalmanagement: neue Perspektiven durch Flexibilisierung und Individualisierung. Freiburg im Breisgau: Haufe.Google Scholar
  22. Wendt León, M. (1995). Krankenpflegeausbildung in Europa. Stuttgart, Berlin and Cologne: Kohlhammer.Google Scholar
  23. Wenger, E. (1998b). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.Google Scholar
  24. Wenger, E., McDermott, R., & Snyder, W. S. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston: Harvard Business School Press.Google Scholar
  25. Whetten, D. A., & Godfrey, P. C. (1998). Identity in organizations. Building theory through conversations. Thousand Oaks, CA: Sage.Google Scholar
  26. Wright, S. (1994). The foundations of nursing – The values and essential concepts for nursing practice. London: The European Nursing Development Agency.Google Scholar
  27. BBC. (2005, 25 April). Recruits to nursing ‘must double’. BBC news.Google Scholar
  28. Blech, J. (2007, June 25). Wundermittel im Kopf. Der Spiegel, 134–144.Google Scholar
  29. Wenger, E. (1998a). Communities of practice. Learning as a social system. The systems thinker. Retrieved June 7, 2006, from http://www.co-i-l.com/coil/knowledge-garden/cop/lss.shtml
  30. Benner, P. (1994). Stufen zur Pflegekompetenz: From novice to expert. Bern et al.: Huber.Google Scholar
  31. Statistisches Bundesamt. (2005). Gesundheitswesen. Grunddaten der Krankenhäuser 2004 (Fachserie 12/Reihe 6.1.1). Wiesbaden: Statistisches Bundesamt.Google Scholar
  32. Department of Health. (2000). The NHS plan – A plan for investment, a plan for reform. London: Her Majesty’s Stationery Office.Google Scholar
  33. Brown, A. (2004b). Learning, commitment and identities at work: Responses to change in the IT and telecommunications industries in the United Kingdom. Paper presented at the European conference on educational research (ECER 2004), Crete.Google Scholar
  34. RCN Institute & University of Sheffield. (2004). Evaluation of the modern matron role in a sample of NHS trusts. Sheffield and London: Royal College of Nursing Institute and University of Sheffield School of Nursing and Midwifery.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.University of Bremen, Centre for Social Policy Research, UNICOM-GebäudeBremenGermany

Personalised recommendations