An integrated educational model for graduate entry nursing cirriculum design

Stacey, Gemma; McGarry, Julie; Aubeeluck, Aimée; Bull, Heather; Simpson, Chris; Sheppard, Fiona; Thompson, Sue

doi:10.1016/j.nedt.2012.08.014

Cited by 13 publications

(7 citation statements)

References 34 publications

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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%

A case study exploring the experience of graduate entry nursing students when learning in practice

Stacey

Pollock

Crawford

2015

Journal of Advanced Nursing

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Aim. To explore how Graduate Entry Nursing students present and position themselves in practice in response to anti-intellectualist stereotypes and assessment structures. Background. A complex background turbulence exists in nurse education which incorporates both pro-and anti-intellectualist positions. This represents a potentially challenging learning environment for students who are recruited onto pre-registration programmes designed to attract graduates into the nursing profession on the basis of the specific attributes they bring known as 'graduateness'. Design. A longitudinal qualitative case study conducted over 2 years. Methods. Data were collected from eight Graduate Entry Nursing students at 6 monthly points between 2009-2011 via diaries, clinical assessment documentation and interviews. Forty interviews took place over 2 years. Additionally, three focus groups involving 12 practice assessors were conducted at the end of the study period. Data were analysed through a social constructivist lens and compared with a set of suppositions informed by existing empirical and theoretical debates. Findings. Demonstrated the interplay of performance strategies adopted by Graduate Entry Nursing students to challenge or pre-empt actual or perceived negative stereotypes held by established practitioners to gain acceptance, reduce threat and be judged as appropriately competent. Conclusion. Students interpreted and responded to, perceived stereotypes of nursing practice they encountered in ways which facilitated the most advantageous outcome for themselves as individuals. The data present the creative and self-affirming strategies which students adopted in response to the expectations generated by these stereotypes. They also depict how such strategies commonly involved suppression of the attributes associated with 'graduateness'.

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Section: The Studymentioning

confidence: 99%

A case study exploring the experience of graduate entry nursing students when learning in practice

Stacey

Pollock

Crawford

2015

Journal of Advanced Nursing

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“…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%

Combining lived experience with the facilitation of enquiry‐based learning: a ‘trigger’ for transformative learning

Stacey

Oxley

Aubeeluck

2015

Psychiatric Ment Health Nurs

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What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were considered in light of the identification of 'recovery' as a 'threshold concept' and offered evidence to support the value of this specific educational forum in the promotion of learning which is transformative, integrative, bounded and at times troublesome. Support and significant preparation is needed for both the student and the facilitator in order to enable the possibility of transformatory learning.

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“…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%

Collaborative development of an accelerated graduate entry nursing programme outside of traditional funding mechanisms

Whiffin

Clarke

Brundrett

et al. 2018

Nurse Education in Practice

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Financial support for students entering nurse education programmes has typically been the responsibility of Governments who make a substantial contribution to tuition and/or living costs. However, where programmes are not funded by Government bodies, students must make alternative arrangements for financial support. This paper explores how a university worked with local employers to design, recruit and deliver an accelerated graduate entry nursing programme and how this philosophy of collaboration ultimately led to local health employers providing sponsorship for students. Therefore, we offer for debate the benefits of collaborative curriculum design and future considerations of attracting employer funding for graduate entry nursing programmes.

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An integrated educational model for graduate entry nursing cirriculum design

Cited by 13 publications

References 34 publications

A case study exploring the experience of graduate entry nursing students when learning in practice

A case study exploring the experience of graduate entry nursing students when learning in practice

Combining lived experience with the facilitation of enquiry‐based learning: a ‘trigger’ for transformative learning

Collaborative development of an accelerated graduate entry nursing programme outside of traditional funding mechanisms

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