The commodification of specialty nurse education.

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Abstract
The nexus between tertiary nursing education and employment was strengthened during the 1990s when universities became involved in delivering a plethora of specialty graduate certificates and diplomas which largely replaced hospital-based post-registration courses. These university-based courses can be seen as contributing to the commodification of education as well as the legitimisation of a stratification of nursing knowledge through which biological sciences and experiential knowledge remain privileged. In the development of specialist nurse education courses, it is vital there is an accompanying examination of whose interests are being served by the models adopted. In particular, there is a need to contest the dominance of service needs in shaping nurse education. Rather than continuing to respond with uncritical acceptance of courses that are characteristically highly technical and vocational in nature, nursing needs to explore curriculum models that enable students to choose their course pathways to develop their practice. It is argued that nurse academics are complicit in reproducing power relations which continue to subjugate nurses within medical and economic discourses.

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