2014
DOI: 10.1016/j.nedt.2012.08.014
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An integrated educational model for graduate entry nursing cirriculum design

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Cited by 13 publications
(7 citation statements)
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“…) GEN students possess a range of specific attributes which are beneficial to nursing (Graduateness) (Hackett & McLafferty , Raines , Neil , Stacey et al . ) GEN students are likely to feel hostility from established nurses in practice due to their academic qualifications (Brookfield , McKenna et al . ) GEN students are perceived as unwilling or unable to engage in ‘caring’ activity as a result of intellectual ability (Watson & Thompson , McKenna et al .…”
Section: The Studymentioning
confidence: 99%
“…) GEN students possess a range of specific attributes which are beneficial to nursing (Graduateness) (Hackett & McLafferty , Raines , Neil , Stacey et al . ) GEN students are likely to feel hostility from established nurses in practice due to their academic qualifications (Brookfield , McKenna et al . ) GEN students are perceived as unwilling or unable to engage in ‘caring’ activity as a result of intellectual ability (Watson & Thompson , McKenna et al .…”
Section: The Studymentioning
confidence: 99%
“…The limitations identified here resonate with the experience of implementing an EBL-based programme with Graduate Entry Nursing students at the University of Nottingham (see McGarry et al 2010, Stacey et al 2014. Students on this programme work through a new EBL case study each week and complete 25 in total throughout the programme.…”
Section: A Potential Solution -A Lived Experience Co-facilitation Modmentioning
confidence: 88%
“…, Stacey et al . ). Students on this programme work through a new EBL case study each week and complete 25 in total throughout the programme.…”
Section: A Potential Solution – a Lived Experience Co‐facilitation Momentioning
confidence: 97%
“…Entry portfolios are therefore a useful strategy to capture this experience and map this against the standards required for nurse education. Accrediting prior learning (both in theory and practice) can facilitate a reduction in programme length (Stacey et al, 2014). While the ability to demonstrate competence in two years rather than three has been questioned by some practitioners (Stacey et al, 2015).…”
Section: Portfoliosmentioning
confidence: 99%
“…Stacey et al (2014) advocated the use of clinical supervision in GEN programmes, offering an opportunity to develop skills of critical reflection and the confidence to question practice.…”
mentioning
confidence: 99%