背景：英国的学生护士进行特定领域的注册前教育。护理和助产理事会（2018）的实施未来护士：注册护士的熟练程度标准，这引起了人们的担忧，即注册前计划的日益普遍的组成部分没有为新的合格儿童护士做好充分的准备，以安全地照顾儿童。
目的：探讨英国护理和助产理事会标准的引入如何影响预注册儿童护理计划的结构和领域具体内容。
方法：由54个项目完成的在线调查，字段,或与76个预注册儿童护理计划相关的专业线索。这代表了80％的高等教育机构，护理和助产理事会批准了英国所有四个国家的预注册儿童护理计划。
方法：一项调查，以捕获自引入护理和助产理事会（2018年）未来护士标准以来课程的当前内容和变化。调查包括封闭式和开放式问题。使用SPSSv.28forWindows对封闭式问题进行统计分析。使用Quircosv.2.1对开放式问题进行了主题分析。
结果：50%的受访者报告了理论内容的变化。在27个节目(35.5%)中，针对儿童的内容有所减少。儿童专用教学方法占所有课程内容的不到30％，而跨领域教学方法（成人，心理健康,学习残疾和儿童学习者在一起）占授课内容的70％以上。对定性数据的分析确定了三个主题：以泛化为重点，达到标准\'熟练程度的挑战，和稀释儿童的特定内容。
结论：调查答复显示，英国高等教育机构对护理和助产理事会标准的解释存在差异，突出了学术界对全国注册前儿童护士教育中日益增长的普遍性的担忧。这些发现将为项目的下一阶段提供信息，比较不同程度的普遍性对新合格的儿童护士计划结果的影响。
BACKGROUND: Student nurses in the United Kingdom undertake field-specific pre-registration education. The implementation of the Nursing and Midwifery Council (2018) Future nurse: Standards of proficiency for registered nurses, has raised concerns that the increasingly generic component of pre-registration programmes is not adequately preparing newly qualified children\'s nurses to care for children safely.
OBJECTIVE: To investigate how the introduction of the Nursing and Midwifery Council standards in the United Kingdom has impacted the structure and field specific content of pre-registration children\'s nursing programmes.
METHODS: An online survey completed by 54 programmes, field, or professional leads linked to 76 pre-registration children\'s nursing programmes. This represents 80 % of higher education institutions with Nursing and Midwifery Council approved pre-registration children\'s nursing programmes across all four United Kingdom countries.
METHODS: A survey to capture the current content and changes to curricula since the introduction of the Nursing and Midwifery Council (2018) Future nurse standards. The survey included closed-ended and open-ended questions. Closed-ended questions were statistically analysed using SPSS v.28 for Windows. Open-ended questions were thematically analysed using Quircos v.2.1.
RESULTS: 50 % of respondents reported changes to theoretical content. In 27 programmes (35.5 %) there was a decrease in child-specific content. Child specific teaching methods accounted for less than 30 % of the content of all programmes whereas cross-field teaching methods (Adult, Mental Health, Learning Disability and Child learners together) accounted for over 70 % of the taught content. Analysis of qualitative data identified three themes: genericism as the focus, the challenge to achieve the standards\' proficiencies, and dilution of child specific content.
CONCLUSIONS: The survey responses show disparities in how United Kingdom higher education institutions have interpreted the Nursing and Midwifery Council standards highlighting academics concerns on the growing genericism within pre-registration children\'s nurse education nationally. These findings will inform the next stage of the project comparing the impact of greater or lesser degrees of genericism on the outcomes of the programme for newly qualified children\'s nurses.
