title: An integrated educational model for graduate entry nursing cirriculum design.
abstract: The constraints influencing the development of nurse education are widely debated and discussed within the academic, professional and public arena. In order to challenge these constraints it is proposed that nurse education should promote every opportunity for students to engage in critical dialogue with a range of influential sources. This paper will report on an integrated educational model for graduate entry curriculum design. The model capitalises on the skills and attributes students bring to the course, which are collectively termed "graduateness," by utilising a range of teaching and learning approaches which compliment and build upon each other to foster the characteristics of a capable practitioner. It is envisaged that this will better enable those graduating from this programme to respond to the changing context of healthcare.
authors.affiliation: University of Nottingham, Division of Nursing, United Kingdom. Electronic address: Gemma.stacey@nottingham.ac.uk.
authors.forename: Gemma
authors.initials: G
authors.lastname: Stacey
authors.forename: Julie
authors.initials: J
authors.lastname: McGarry
authors.forename: Aimee
authors.initials: A
authors.lastname: Aubeeluck
authors.forename: Heather
authors.initials: H
authors.lastname: Bull
authors.forename: Chris
authors.initials: C
authors.lastname: Simpson
authors.forename: Fiona
authors.initials: F
authors.lastname: Sheppard
authors.forename: Sue
authors.initials: S
authors.lastname: Thompson
mesh_terms: D003479:Curriculum; D004511:Education, Nursing, Graduate / Q000458:organization & administration*; D007858:Learning; D017145:Models, Educational