Standing Committee on Employment, Education
and Workplace Relations
This document has been scanned from the original printed submission.
It may contain some errors
Submission 38
THE NEW SOUTH WALES COLLEGE OF NURSING
OCTOBER 1997
INTRODUCTION
The NSW College of Nursing (the College) is a peak professional organisation
established in 1949 by nurses for nurses. In keeping with its objects,
one of the main focuses of the College today is the provision of education
for nurses. Today some 6,0(X) nurses from all over Australia undertake
post graduate and continuing education courses each year. The College
is also actively involved in professional discourse and policy development
relating to nursing education at both State and Federal level. The College
was one of four professional organisations which produced the nationally
accepted "Nursing Education Targets" 1989-20(X) (Proceedings
of Nursing Education Targets Project, 1990). The College has been actively
involved in the formulation and review of undergraduate and post graduate
curricula and the establishment of the second level nurse courses in TAFE.
In participating in reviews into the roles and functions of the enrolled
nurse and assistant in nursing in NSW (1992 and 1995 respectively), the
College has collaborated with the health care industry unions and education
providers in shaping the future provision of education for Nurses and
support workers being cognisant of the evolving National Education and
Training Agenda.
This submission in addressing the terms of reference
- The appropriate roles of institutes of technical and further education:
and
- The extent to which these roles should overlap with universities
gives emphasis to issues in relation to the preparation for practice
and career paths for workers in The Community Services and Health Industry.
TAFE has traditionally been a standard setter and as such has provided
a benchmark for the proliferation of private providers coming into the
training market. Their role in implementing competency based curricula
and recognition of prior learning principles as an outcome of The National
Training agenda is to he commended.
However there is a substantial role for TAPE in vocational education
in progressing the principles of articulation of courses and credit transfer
to promote career pathing and flexible work practices.
THE NEED FOR A NATIONAL APPROACH
It is pleasing to see emphasis being placed on mutual recognition and
a national approach to education and training in the new Australian Recognition
Framework (ARF).
However reciprocity amongst States in regard to mutual recognition of
- qualifications is still an issue. This is certainly the case in the
preparation of Community Services and Health Workers. The issue has been
addressed in respect of Registered Nurses who are educated at university
and registered by their -State/Territory Registration Boards. However
enrolled nurses preparation is varied from State to State with some receiving
their preparation at TAPE. These courses are inconsistent in their content
and level in relation to the Australian Qualifications framework.
State and individual TAPE Colleges have responded in an ad hoc way to
industry and customer demands resulting in courses evolving that address
particular contexts of practice or skills but fail to address the broad
preparation of enrolled nurses reflecting their scope of practice when
working under the supervision of the Registered Nurse.
A plethora of courses has also been developed for personal carers, patient
services assistants, workers in aged care and so on in response to the
development of Competency Standards in the industry, Traineeship Schemes
and State Awards. This has resulted in duplication, overlap and inconsistences
in approach and levelling, limiting recognition of qualifications and
credit transfer.
ARTICULATION AND CREDIT TRANSFER
This College supports and utilises principles of Credit Transfer and
Recognition of Prior Learning (RPL). There is a need for TAPE to address
issues of articulation between courses both laterally and horizontally
to promote career pathing and RPL. Consideration needs to be given to
education models related to the Competency Standards required of a range
of Community Services and Health workers which will enhance opportunities
for alternate career paths and workforce competency development in response
to changing service delivery. This requires a more coordinated national
approach in collaboration with industry and professional and industrial
organisations.
TAFE ROLES AND THE RELATIONSHIP WITH UNIVERSITY AND INDUSTRY
TAFE as a major provider of vocational education in the Community Services
and Health Industry should promote a nationally consistent approach to
the preparation of nurses and other Community Services and Health Care
providers in order to facilate articulation and credit transfer to the
university sector.
Any initiatives in relation to the preparation of unlicenced workers
should be undertaken in collaboration with the appropriate professionals
responsible for supervision and delegation to such workers as well as
the relevant service provider.
TAPE nursing courses should be developed in collaboration with university
program co-ordinators to ensure consistency in standards for articulation
and ease of credit transfer.
RPL/advanced standing arrangements should be clearly articulated throughout
the TAPE and university sectors to assist TAPE graduates from enrolled
nurse, welfare and other related programs upgrade their qualifications
to bachelor level courses in Health Services. Arrangements should also
facilitate credit back to TAPE for students failing to achieve at bachelors
level studies.
TAPE Colleges will be required to operate in an increasingly competitive
market place. The many nationally distributed institutes provide local
points of entry for vocational education and thus address issues of equity
and access in the face of increased commercialism in education. As such
they need to be adequately funded if they are to continue to provide leadership
and direction in vocational education and training.
Back to top