A framework for a process-driven common foundation programme for graduates.
This paper discusses some of the problems encountered in writing a shortened Common Foundation Programme in nursing for graduates, and outlines a course which takes as its starting point the particular educational needs and requirements of the student group. Thus, the first question to be addressed by the curriculum writers when designing the course was "How can we teach these students?", rather than "What can we teach them?". The resulting process-driven course is heavily influenced by the student-centred philosophy of Carl Rogers, and utilizes a variety of large- and small-group methods to facilitate the students in gradually taking responsibility for, and making decisions about, their learning needs. The paper continues with some strategies for ensuring a smooth transition from a tutor-led, syllabus-driven start to the course, to a student-led, process-driven finish for both the theoretical and clinical components, and for the assessment schedule. Finally, a student-centred approach to evaluation is briefly outlined, and the paper concludes by suggesting that the principles employed in designing and implementing this course could be successfully transferred to a wide variety of other educational settings.
Jasper
M
M
School of Health Studies, University of Portsmouth, U.K.
Rolfe
G
G
D003479:Curriculum; D004511:Education, Nursing, Graduate; D004521:Educational Measurement; D006801:Humans; D007397:Internship, Nonmedical; D007858:Learning; D010687:Philosophy, Nursing; D013663:Teaching / Q000379:methods; D013997:Time Factors; D006113:United Kingdom