ABSTRACT
Background and Literature Review The impact of changes in the UK curricula, such
20 as Project 2000 and the subsequent outcomes of the preregistration nursing programs, have been evaluated by many (Bedford et al., 1993; While et al., 1995; Bartlett et al., 1998, 2000; Parahoo, 1999). In particular, the relative merits of moving nursing education into higher
25 education has been rigorously debated in the United Kingdom (UK), and significant policy changes impinging on the education and practice of nurses have been seen in government proposals, such as Making a Difference (Department of Health, 1999), the NHS Plan
35 sized the need to provide preregistration education that enabled "fitness for practice based on health care need" (UKCC, 1999:2). This was specified through corelearning outcomes and competencies at the end of the common foundation program, and at the point of regis-
40 tration by the UK nursing statutory body as requirements for preregistration nursing programs across the UK (UKCC, 2000). The standards for the education of preregistration nursing programs and the standards of proficiency required for entry to the nursing register
45 are given in "Standards of proficiency for preregistration nursing education" (NMC, 2004) and are guided by four principles: fitness for practice, fitness for purpose, fitness for award, and fitness for professional standing.
