A shortened common foundation programme for graduates--the students' experience of student-centred learning

This paper examines the students' experience of student-centred teaching and learning strategies within a shortened Common Foundation Programme (CFP) for Graduates. The perceptions of 'student-centreness' and its use as experienced by the students is addressed using material generated from on-going research using new-paradigm methodology within an action research framework. Graduates enter nurse training from the background of a subject area and possessing the academic skills required to access and assimilate knowledge effectively. These qualities underpin the design of this course, which concentrates on enabling the students to achieve the learning outcomes of the CFP within a flexible structure concentrating on skill acquisition and reflective practice according to the needs of the individual. The differing expectations of the course, the need for clear, externally set objectives, and the question of the ability of the students to self-motivate arise as the pertinent issues from the evaluation. These are discussed with reference to the students perceived needs, levels of achievement and differing learning styles. The author concludes that student-centred methods are appropriate for nurse education, but that these have significant implications for course design, course content and staff development, if the course is to satisfy both students and teachers.