Modularisation – flexible or restrictive professional education

Gass, John; Banks, Debbie; Wilson, Alex

doi:10.1016/j.nedt.2004.02.007

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…The Australian model follows a similar plan, but instead the structure of the programme is modularized in its delivery. While the programme does allow for fulltime study, the effects of a modular system allow students to pick and choose units of study that fit within their study plan, employment or family life (Trowler 1996, Gass et al 2004. For example, it is not uncommon for Australian students to have completed the majority of their theory units before undertaking the clinical practice units.…”

Section: Discussionmentioning

confidence: 99%

Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registration

Christensen

Aubeeluck

Fergusson

et al. 2016

Journal of Advanced Nursing

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BackgroundThe transition shock sometimes associated with moving from student to registered nurse can lead to feelings of self-doubt and insecurity especially with the increased expectations and responsibilities that registration brings. Known as Imposter Phenomena, individuals often express a lack of self-confidence, uncertainty in their abilities or that others have an over inflated opinion of them.

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Section: Discussionmentioning

confidence: 99%

Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registration

Christensen

Aubeeluck

Fergusson

et al. 2016

Journal of Advanced Nursing

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“…These manifestations, including common course architecture, course modularization, quality control, measured learning outcomes and regular course revalidations, may all contribute to university education being viewed as a marketable commodity (Graham , Gass et al . , Hurrocks ). Critical theory suggest that transformational critiques of social systems are relevant to educational curricula (Duchscher , Brookfield ).…”

Section: Part Five: Addressing Wider Curriculum Issuesmentioning

confidence: 99%

Promoting critical perspectives in mental health nursing education

McKie

Naysmith

2013

Psychiatric Ment Health Nurs

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This paper explores themes relevant to mental health nursing using the example of one educational module of a nursing degree. The authors argue that the educational preparation of mental health nursing students in higher education must address certain contested philosophical, conceptual, social and ethical dimensions of contemporary mental health care practice. These themes are discussed within the context of a third-year mental health nursing module within a Scottish nursing degree programme. By interlinking epistemology and ontology, the notion of student as 'critical practitioner', involving the encouragement of 'critical thinking', is developed. This is shown via engagement with parallel perspectives of the sciences and the humanities in mental health. Narratives of student nurse engagement with selected literary texts demonstrate the extent to which issues of knowledge, self-awareness and personal development are central to a student's professional journey as they progress through an academic course. The paper concludes by suggesting that these 'critical perspectives' have important wider implications for curriculum design in nursing education. Insights from critical theory can equip nurse educators to challenge consumerist tendencies within contemporary higher education by encouraging them to remain knowledgeable, critical and ethically sensitive towards the needs of their students.

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“…In terms of dividing a course into distinct modules, Gass et al 46 show that course design divided into discrete modular units of learning may present constraints on a subject (in this case, mental health) philosophy espousing student-centred learning and flexibility in terms of a 'negotiated curriculum'. Teachers may adhere to the 'formal' curriculum while attempting to nurture different ('hidden curriculum') values in teaching students.…”

Section: Course Architecture and Clinical Wisdommentioning

confidence: 99%

Exploring clinical wisdom in nursing education

et al. 2012

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The recent interest in wisdom in professional health care practice is explored in this article. Key features of wisdom are identified via consideration of certain classical, ancient and modern sources. Common themes are discussed in terms of their contribution to 'clinical wisdom' itself and this is reviewed against the nature of contemporary nursing education. The distinctive features of wisdom (recognition of contextual factors, the place of the person and timeliness) may enable their significance for practice to be promoted in more coherent ways in nursing education. Wisdom as practical knowledge (phronesis) is offered as a complementary perspective within the educational preparation and practice of students of nursing. Certain limitations within contemporary UK nursing education are identified that may inhibit development of clinical wisdom. These are: the modularization of programmes in higher education institutions, the division of pastoral and academic support and the relationship between theory and practice.

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Modularisation – flexible or restrictive professional education

Cited by 7 publications

References 17 publications

Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registration

Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registration

Promoting critical perspectives in mental health nursing education

Exploring clinical wisdom in nursing education

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