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The purpose of this research is to explore nurses' perceptions of their current skills and knowledge and training needs to identify cases of child abuse and their understanding of their roles and responsibilities in relation to child abuse. Nurses, including health visitors and midwives, have been recognised as having a key role in the protection and care of children, especially in identifying and referring possible cases of child abuse and neglect.

A structured questionnaire concerning knowledge and training needs in child protection was sent to all nurses employed in a Scottish NHS Primary Care Trust (approximately 1,900), of whom one‐third (667) responded. These survey results were complemented by semi‐structured interviews with 99 members of the nursing workforce.

Almost all training in child protection had been confined to health visitors, resulting in the Trust giving an implicit message that child protection is not a role in which other nurses need have any involvement. In general, those nurses who both worked with children and had involvement in child protection issues, considered themselves to be most in need of knowledge around child protection work, to have the greatest level of knowledge and to consider further training a priority.

Nurses who had an interest or involvement in child protection work were more likely to participate in the research, which may have biased the results.

Training strategies need to address the diversity of nurses' involvements in child protection work through the development of training programmes which are appropriate for different workplaces and different occupational groupings. Nurses in some settings will need to be first convinced they have the potential to play an important role in protecting children from abuse and neglect.

Many NHS Trusts have in recent years introduced mandatory training in child protection for all staff in contact with children. However, previously published studies have considered training issues only in respect of nurses identified as working directly with children, whereas this study explores child protection issues for all nurses employed in a primary care NHS Trust.

Given that the workforce constitutes a principal resource of primary care, appraisal of models of care requires thorough investigation of the health workforce in all Models of Child Health Appraised (MOCHA) countries. This chapter explores this in terms of workforce composition, remuneration, qualifications and training in relation to the needs of children and young people. We have focused on two principal disciplines of primary care; medicine and nursing, with a specific focus on training and skills to care for children in primary care, particularly those with complex care needs, adolescents and vulnerable groups. We found significant disparities in workforce provision and remuneration, in training curricula and in resultant skills of physicians and nurses in European Union and European Economic Area Countries. A lack of overarching standards and recognition of some of the specific needs of children reflected in training of physicians and nurses may lead to suboptimal care for children. There are, of course, many other professions that also contribute to primary care services for children, some of which are discussed in Chapter 15, but we have not had resources to study these to the same detail.

This paper aims to critically compare the impact and preparedness for practice of two types of mental health nurse training in the UK. One being a hospital-based apprenticeship model from the 1980s; the other a university-based and more academically focussed approach from this millennium.

This autoethnographic reflective commentary describes and reviews the effectiveness of two training curricula for Registered Mental Nurse (RMN) training. The first being the certificate-level 1983 syllabus of the UK Central Council for Nursing, Midwifery and Health Visiting, which was replaced in the late 1990s by diploma and degree-level Project 2000 training of the General Nursing Council. Using a reflective narrative approach to describe the lived experience of two qualified nurses, it compares, reviews and critiques both initiatives.

The author/researchers found both benefits and negatives inherent in each model. These were grouped into five key headings, which are a sense of belonging/identity; exposure to clinical practice; differences in training modality; development of clinical management skills and clinical preparedness; and academic merit. The older curriculum lacked an academic or research base, whereas the more recent approach encouraged and enhanced this element. However, with regard to preparing the clinician/registered nurse to feel confident in addressing a range of clinical and managerial challenges, the older style training seems to deliver better outcomes. They conclude that a move towards a “middle ground” between the two models may be of benefit to future RMN preparation.

This study reports on the experience of two registered nurses. Therefore, the sample size is small. However, autoethnography is acknowledged as an effective means of delivering qualitative research; in addition, the authors access and use material from the wider literature to triangulate and critique their approach. This paper adds to the literature but also allows for duplication by others to further test the findings.

This type of study provides an opportunity for others to review, compare and contrast nursing or other multi-discipline changes in training/curriculum. The research method is one that is transferable and can be used within areas of practice, which have resource limitations. It provides an opportunity to replicate it in other services or jurisdictions.

Nursing in the UK has experienced significant change over the past four decades. For RMNs, the move from hospitals into the community has been transformational. In addition, the influence of higher academic standards and the influence of the recent pandemic have challenged the profession and individuals within it. This study demonstrates positive and negative elements of the dilemma faced by nurses and offers a further contribution to this area.

There are a number of academic papers, media stories, statutory reports and guidance that explore the impact of changes within nurse training. This paper uses a first person autoethnographic study of the impact and effectiveness of these changes at a human level, the nurse on the ground. It uses the ward medicine keys as the vehicle to represent the huge responsibility that newly qualified nurses must face; this is not widely represented elsewhere in the literature!

The quality of maternal healthcare training is the most optimal degree of health in the delivery of effective, efficient and quality healthcare in midwifery discipline. Student accoucheurs studying at the Free State School of Nursing are faced with resistance, discrimination, rejection and unacceptability by pregnant women during their clinical placement at the Free State maternal healthcare institutions. This results in poor quality of training of student accoucheurs in maternal healthcare. Considerable studies have been conducted on males in midwifery nursing, but no guidelines have been developed to facilitate student accoucheurs' acceptance and improvement of the quality of training in maternal healthcare, hence the purpose of this study.

A descriptive, explorative qualitative design was used in this study. Qualitative focused group discussions (n = 32) were conducted through purposeful sampling method. Data was analysed thematically.

Three main categories emerged: student accoucheurs' related factors with social interactions and relations as a theme; maternal healthcare users’ related factors with transcultural diversity and socio-economic status as themes; nurse training institutions and maternal healthcare institutions service providers-related factors with gender inequality in the work place as a theme. Ultimately, the guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in maternal healthcare institutions were developed and recommended for implementation.

The paper developed guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in Free State maternal healthcare institutions.

This paper aims to analyze the relationship between professional identity and the training of nurses in the context of change. Specifically, this study aims to focus on two research questions: first, how do nurses experience their professional identity? Second, will professional training have an effect on nurses' developing identity?

Data were obtained from 173 nurses in a Portuguese hospital. Respondents had to evaluate the degree of importance they gave to several variables about professional identity and training. For data analysis and reliability, the variables were classified using factor analysis. Subsequently, the retained factors and variables underwent multiple regression analysis.

Results indicate that nurses consider they have their own identity, which differentiates them from other health professionals, although they feel their work still lacks socio‐professional recognition, which hinders their autonomous intervention within the multi‐disciplinary team.

The sample for the study was self‐selected from one hospital, which may limit the generalization of some of the findings and points to the need to resort to larger samples. This study allowed the formation of some measures that can contribute to the value and benefits of nurses' professional training in the Portuguese health system.

Research on professional identity has been relatively scarce. Taking into account the relevance of the research topic for the nursing profession, the study's findings show that identity is of some consequence in nurses' professional training.

In Germany, basic nursing training still takes place at technical colleges. This type of training lacks standardisation, leaving considerable freedom to colleges and their providers. The purpose of this paper is to identify the reasons for the continuation of technical college training for nurses in Germany.

The paper adopts an actor‐based approach which restricts the notion of “actor” to the level of organisations. The interplay between these actors is put in a context in which institutions maintain traditional structures of training. The study employs the method of document analysis. The method of analysis is qualitative content analysis.

The investigation shows that it is an interplay between key actors involved in a conflict over nurses’ education which, together with institutions, is responsible for the persistence of technical college‐based nursing training as the standard basic qualification. The relevant institutions are those regulating the health professions and institutions to which a model of ancillary nursing work is oriented. These are in turn embedded in the German system of health care provision and the corporatist health care governance. The study exposes several cross‐relationships between actor‐based and institutional explanatory factors.

The empirical study is limited to the extent that it excludes the micro‐level of nursing work. It provides a framework for comparative research on educational standards in health care in that it pins down specific variables.

The paper develops a framework for analysing the reasons for the continuation of national educational standards of health professions despite a general European process of changing these standards.

In the former Yugoslavian republics, community nursing services are not well developed to support families with infants who have developmental problems. The purpose of this paper is to design an in-service training package for nurses on supporting families of children with developmental disabilities.

A conceptual framework evolved to guide the design and content of the training package which was further consulted on with local partners. A cascade model of training was adopted, based largely on experiential learning. A nine-session training package (around 20 hours in all) was devised and a Training for Trainers workshop held to prepare them to use the package in their locality. The in-service training of nurses is ongoing during 2014-2015.

Key findings are presented in relation to perceived training needs; the key features of the Training Framework; the content and teaching methods used and the outcomes of the Training for Trainers workshop. Ongoing evaluations will assess the impact of the training on community nurses and on families.

This study provides a conceptual model for the provision of effective in-service training on developmental disabilities for community personnel throughout the region and internationally.

Over the years the education of nurses has moved from the position where student nurses could attend lectures in their own time, to a study day system and more recently a block system. Training in England and Wales is controlled by the General Nursing Council for England and Wales (GNC) through delegated authority from the Department of Health and Social Security. The Council shares a number of functions in common with Industrial Training Boards (ITBs). It finances basic nursing through allocation of funds provided by central government. It has an inspectorate role through which schools of nursing are approved, provides a syllabus and a recommended structure for training programme, and controls the setting and marking of the final written examination (State Finals). It also exercises a less rigorous control of practical examinations. Additionally it has a statutory responsibility for maintaining a register and a roll of trained nurses. Registered nurses have undertaken a three‐year training leading to qualification in general, mental, mental subnormal or sick children's nursing. The enrolled nurse has undertaken a two year course. Those in training for registration are referred to as “students”, those for the roll are “pupils” and collectively the term “learners” is used.

This paper aims to explore the training characteristics and employees' performance among the nurses in Pakistan.

The study employed cross-sectional data through random sampling of trained health nurses from the Government sector hospitals of Pakistan. The survey questionnaire is applied as the primary tool to acquire data. In total, the authors utilized 306 valid cases to infer the final results.

The structural equation modeling (SEM) underlines a positive and significant impact of cognitive ability and performance goal on employees' performance. On the other hand, there is an insignificant impact of motivation to learn on performance among the nurses of Pakistan.

Broadly, the findings of the study would provide some new insights to understand the performance of nurses in the health care sector through the outcomes of the training characteristics. Further, the results would be a way out to make a better quality of health care enhanced with the support of training. It may contribute to the growth in quality of work and improve work productivity by boosting up and uplifting training characteristics. The research arena would enrich the inclusive theoretical framework of performance and contribute to the domain literature and methodological validation.

The study confirms the role of training characteristics towards performance among the nurses of the public health sector of Pakistan. The investigation would further validate the impact of cognitive ability and the motivation to learn and performance goals on performance globally.

This paper seeks to provide an overview of the concept of training needs analysis (TNA), current practice, models and the impact that training needs analysis currently has on nurses in public hospitals in Australia. Thus, the paper should aid future research in the area of TNA of nurses through helping researchers to clarify the conceptual boundaries of training needs of nurses; providing a theoretical framework that could help researchers in framing their research efforts in the area; and establishing a research agenda and identifying the impact this research will potentially have on Human Resource managers in hospitals across Australia.

This paper examines the TNA process by examining literature regarding the importance and benefits of TNA, issues relating to TNA and current practice and models. This paper then looks at how TNA applies to, and is currently practised within, the healthcare industry, specifically amongst a group of nurses. This paper also addresses how TNA tools relate to healthcare workers, particularly nurses, within Australia and how it may be able to improve the current TNA process for nurses in Australia.

The specific contribution of the current paper is in developing a logical model of TNA for nurses employed in healthcare organizations in Australia. In so doing insights are drawn from a number of discreet literature bases.

Research in this area has been carried out primarily in the UK, in the USA, and in other countries. Unfortunately, TNA for nurses in Australia is very much an under‐researched topic. Equally, there is scant research available into the importance and benefits of conducting appropriate TNA for nurses in Australia. The research that has been conducted involving training needs of nurses in Australia has not been focused on a TNA using a psychometrically valid tool, nor has the research considered the factors that may influence the training needs of particular nurses or organizations.