Has the pandemic response entrenched a pathogenic emphasis in education?
Br J Nurs
.
2022 Nov 10;31(20):1066-1067.
doi: 10.12968/bjon.2022.31.20.1066.
Authors
Jacqueline Leigh
1
,
Juliet Borwell
2
,
Amanda Garrow
3
,
Amanda Kenny
4
,
Kate H Knight
5
,
Rob Monks
6
,
Debbie Roberts
7
,
Victoria Whaley
8
,
Karen Wright
9
Affiliations
1
Professor, Director of Nursing & Midwifery Education, Edge Hill University.
2
Programme Lead for Practice Learning, Health Education England (South East).
3
Programme Lead - MSc Pre-Registration Nursing, Liverpool John Moores University.
4
Professor Emerita, La Trobe University, Australia, and Visiting Professor, University of Lincoln.
5
Head of Practice Learning, University of Chester.
6
Associate Head of Adult Nursing and Primary Care, Edge Hill University.
7
Director of Simulation, Faculty of Health Studies, University of Bradford.
8
Deputy Director, Practice Learning, University of Chester.
9
Professor of Nursing, University of Central Lancashire.
PMID:
36370403
DOI:
10.12968/bjon.2022.31.20.1066
No abstract available
MeSH terms
Humans
Pandemics*