title: Modularisation - flexible or restrictive professional education.
abstract: In response to the Dearing Report [Higher education in the learning society. Report of the National Committee of Inquiry into Higher Education. HMSO, London, 1997] modularising courses has been a major activity in schools of nursing and midwifery. This should make it easier for students to transfer between courses, university to university with credit for academic achievement. In respect of mental health nursing students the effect upon opportunities for personal and professional development is considered. The paper questions whether a modular framework of learning experiences meaningfully prepares students for their future as mental health nurses. The continued use of an adapted [A. Beattie, in: P. Allan, M. Jolley (Eds.), The Curriculum in Nurse Education, Croom Helm, London, 1997] fourfold curriculum model in working with students is contrasted with the process of modularisation. Challenges that have arisen for mental health nursing lecturers to continue with this are discussed.
authors.affiliation: School of Nursing and Midwifery, Faculty of Health and Social Care, The Robert Gordon University, Garthdee Campus, Garthdee Road, Aberdeen AB10 7QG, UK. j.gass@rgu.ac.uk
authors.forename: John
authors.initials: J
authors.lastname: Gass
authors.forename: Debbie
authors.initials: D
authors.lastname: Banks
authors.forename: Anthony J
authors.initials: AJ
authors.lastname: Wilson
mesh_terms: D003479:Curriculum; D006801:Humans; D017145:Models, Educational; D011380:Programmed Instructions as Topic; D011568:Psychiatric Nursing / Q000193:education*; D006113:United Kingdom