Priorities in nurse education.

Abstract

education has a crucial function in mediating relationships between theoretical knowledge and professional practice, so that innovations in either area are likely to have implications for educational change. Moreover, the impact of new theory and of new practice may sometimes impose conflictual demands on professional education. In the context of this instability, it is not surprising that the redefinition of educational priorities is a recurrent problem for debate. Such debate may reflect basic insecurities within a profession, or chal-