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The nursing profession has experienced significant change over the last 100 years. Consequently, the work-force of the 21st century is a diverse entity that is edging toward the specialization of nurses in a specific clinical setting. In such an environment, a common knowledge base is demanded of nurses - a factor that has affected the development of second level, or enrolled nurses (ENs). The forces at play raise questions about nursing roles and scopes of practice. The establishment of education pathways that promote career development has been the stimulus for conversations about the effectiveness of the transition of EN to registered nurse (RN). This paper presents a review of the literature that identifies and explores common emerging themes (making the move from EN; adapting to Bachelor of Nursing; transitioning to RN) associated with this transition through the process of undertaking baccalaureate studies in nursing. [ABSTRACT FROM AUTHOR]

The authors reflect on the changes in workplace learning in nursing education, wherein many nursing education programs are no longer conducted in the health sector. They say that the workplace is a site for clinical learning and places learners into a clinical environment, wherein appropriate learning occurs. Furthermore, the authors discuss a study on the role of clinical education facilitators, which shows their vital function in teaching and coordinating activities within a facility.