The modern twenty-four hours nursing instruction is rather different to the old based preparation theoretical account. Today. nurses learn from theory behind actions. processs and determinations. before deriving the experience of executing the action or responsibility of nursing. In contrast. the infirmary based theoretical account was based on the Nightingale system where the educational demands of the trainee nurse took 2nd topographic point to the service demands of the infirmary. The limited theory constituent of the class was given by physicians and other wellness attention workers ( Matron ) at the infirmary and non by pedagogues in schoolrooms. which is the modern twenty-four hours practise. The major acquisition environment for trainee nurses of the old school of preparation was the clinical scene. The theory constituent of the class was ever seen as less of import than the existent clinical constituent and accordingly. acquisition by making and larning by test and mistake became characteristics of the old school learning practise ( Russell 2005 ) . Today. larning through third instruction. such as schoolroom talks and clinical presentations. gives a more recognized foundation to geting the accomplishments and cognition that is required in the infirmary scene ( Koutoukidis. Stainton & A ; Hughson 2013. pp. 4-19 ) .

1b When did the Diploma of Nursing go the nationally recognized entry degree making for Enrolled Nurses in Australia? Why did this occur? The sheepskin of nursing was nationally recognised in 2010. It coincided with the constitution of the Australian Health Practitioners Regulation Authority ( AHPRA ) ( AHPRA 2012 ) . This was indispensable as antecedently. each province had different systems and criterions and this was non practical for national direction. This was apparent when enrolled nurses ( EN ) would reassign occupations between provinces and happen that the skill sets were non equal. The range of practise for EN’s was different for each province and acknowledgment for standardization of instruction and practise became evident and necessary ( Koutoukidis. Stainton & A ; Hughson 2013. P 10 ) .