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.

Keywords: Critical dialogue; Graduate entry nursing; Graduatness; Pre-registration nurse education.