Nursing and medical students as agents of change in health care: impact of schools core values and culture-a discussion paper

Within the UK the quality of care delivered in some hospitals, nursing homes and caring facilities has been the subject of significant enquiry, challenge and concern in recent years. There was need for a change in the culture of patient and client care. Traditionally a change in culture is seen as moving from an organisational head through to the organisation and in this case through to front-line care. This hasn’t necessarily achieved the desired effect and impact in terms of quality of care within the UK. Historically, certainly nurses have acted more as recipients of change, rather than agents of change
This paper suggests that schools of nursing and medicine with robust core values and a more consistently enacted culture of care, are better able and more likely to transfer this to nursing and medical students within their professional socialisation. In addition, and rather than the newly qualified nurse or doctor being absorbed into existing cultures of care delivery (which are not necessarily always reflecting high qualities of care), schools of nursing and medicine could better facilitate the development of more `agency’ within students and better equipping the students on qualification and stepping into practice, with a role and function as potential agents of change. Effective leadership within schools of nursing and medicine can both translate to quality and consistency, and enactment of organisational core values and working culture. The working culture of schools is intrinsic to developing students as agents of change

We need to talk about managerialism: On the Importance of values dialogue and renewal within Catholic schools

Whilst reports of value tensions between new managerialism and Catholic education have emerged as a key theme in the academic literature there remains little empirical understanding of how teachers negotiate these complex terrains in Catholic schools. Drawing on qualitative data from teachers in two Catholic post-primary schools in Northern Ireland, this paper sought to explore how Catholic teachers developed a distinctively Catholic ethos against a culture of ‘creeping managerialism’. The paper has shown that despite the predominance of managerial practices, tensions between managerialist values and the ‘Catholic ethos’ did not emerge in either context: in one school managerialism permeated the school and the Catholic ethos was constructed within this context. In the other school a staff process of spiritual renewal had consolidated a commitment to the Catholic faith and social inclusion. It was argued that the dialogical engagement around Catholic values may help Catholic schools defend against the harsher manifestations of managerialism without compromising the pupils’ capacity to realise their academic potential