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While the term specialist in nursing can be traced to the turn of the 20th Century, it is only since 2001 that a framework was developed for a clinical career pathway in Ireland. This framework has promoted the development and expansion of the clinical nurse/midwife specialist (CNS/CMS) throughout Ireland over the past 10 years guided by the National Council for the Professional Development of Nursing and Midwifery (NCNM). To build upon the achievements of the NCNM and advance nursing practice, it is imperative that CNS/CMSs adopt and fulfil the components of their role. Since CNS/CMS practice is relatively new to Ireland, there is the opportunity to learn from experiences of other countries. This article outlines the development and challenges of the CNS role in Ireland.

The professional (registered) nurse needs to possess the necessary skills and competencies in discharging her duty to the society. These skills are acquired through professional development, clinical experiences and educational advancement. The nurse personally develops the ambition while the institution helps to actualize this. Professional development is one of the criteria that make nursing to be a profession especially in this world of professional leadership tousle among health care workers. It is expected that the nurse develop herself through evidenced base practices, reflective practices and continue education. The competent nurse engages in ongoing self-directed learning with the understanding that knowledge and skills are dynamic and evolving; in order to maintain competency one must continuously update the knowledge, she also demonstrates leadership in nursing and health care through the understanding that an effective nurse is able to take a leadership role to meet client needs, improve the health care system and facilitate community problem solving. Ensuring that nurses have the appropriate skills, knowledge, competencies and professional values to achieve reform objectives is contingent upon their engagement in higher education. The time has come for the nursing profession to outline a preferred future for the preparation of nurse educators to ensure that these individuals are appropriately prepared for the responsibilities they will assume as faculty and staff development educators and to implement strategies that will serve to retain a qualified nurse educator workforce.Read Complete Article at ijSciences: V4201501615

The Commonwealth government provides fee exemption for any Australian who undertakes a PhD. This policy is presumably based on the "clever country" assumption that an educated population will develop and contribute to social and economic capital. Enrolment numbers therefore continue to increase, and a PhD is no longer an elite qualification. In addition, the characteristics and demographics of PhD students are changing. In the School of Education, University of South Australia, a significant number of PhD students are not early career researchers or recent honours graduates, but mid-to-late-career education practitioners and retirees, and the majority are women. These mature-age and third-age candidates are undertaking doctoral research not to launch their career, but in most cases to reflect on it, with many experiencing transformative learning in the process. In this paper I will explore why people undertake a PhD later in life, what the learning process is like for them, what the outcomes are, and the benefits to society. In the School of Education, University of South Australia, a significant number of PhD students are not early career researchers or recent honours graduates, but mid-to-late-career education practitioners and retirees, and the majority are women. These mature-age and third-age candidates are undertaking doctoral research not to launch their career, but in most cases to reflect on it, with many experiencing transformative learning in the process. In this paper I will explore why people undertake a PhD later in life, what the learning process is like for them, what the outcomes are, and the benefits to society. Refereed/Peer-reviewed

Brytpunkter innebär skiften mellan olika sysselsättningar och områden på utbildnings- och arbetsmarknaden. För att hantera en brytpunkt använder individen olika rutiner. Syftet med studien är att studera sex kvinnors berättelser om brytpunkter och rutiner i karriären. Sex semistrukturerade intervjuer har genomförts. Vid bearbetningen och analysen av kvinnornas berättelser har en hermeneutiskt ansats använts. Resultatet visar att de sex kvinnorna har upplevt ett flertal brytpunkter i sina karriärer samt att de har använt olika rutiner för att hantera dessa brytpunkter. De flesta brytpunkter är svåra att klassificera som frivilliga eller påtvingade, samt svåra att skilja från rutiner och tidigare brytpunkter. En slutsats blir att karriär kan beskrivas som en livslång process av brytpunkter och rutiner. Turning points involves shifts between different occupations and areas of education and labor. The individual processes turning points using various routines. The purpose of this study is to examine six women's stories of turning points and routines in their careers. Six semi structured interviews were conducted. A hermeneutic approach has been used in processing and analyzing the stories. The results show that the six women have experienced several turning points in their career and that they have used several different routines to deal with these turning points. Most turning points have been difficult to classify as self-initiated or forced, as well as difficult to distinguish from routines and previous turning points. One conclusion is that career can be described as a lifelong process of turning points and routines.