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A framework for a process-driven common foundation programme for graduates

M Jasper¹, G Rolfe

¹School of Health Studies, University of Portsmouth, U.K.

International Journal of Nursing Studies

|October 1, 1993

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This study addresses challenges in nursing education by prioritizing student needs. A student-centered approach, influenced by Carl Rogers, guides curriculum design for effective learning and skill development in nursing graduates.

Area of Science:

Nursing Education
Curriculum Development
Pedagogy

Background:

Challenges exist in adapting nursing education programs for graduates.
Traditional curricula may not meet the specific needs of diverse student groups.

Purpose of the Study:

To design a shortened Common Foundation Programme in nursing tailored to graduate student needs.
To shift the focus from 'what to teach' to 'how to teach' effectively.

Main Methods:

Adoption of a student-centered philosophy inspired by Carl Rogers.
Integration of large- and small-group learning activities.
Strategies for transitioning from tutor-led to student-led learning.

Main Results:

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Development of a process-driven nursing curriculum.

Facilitation of student autonomy in decision-making regarding learning.

Successful integration of theoretical and clinical components with a flexible assessment schedule.

Conclusions:

A student-centered, process-driven approach enhances nursing education for graduates.
The curriculum design principles can be adapted to various educational contexts.
Effective nursing education requires prioritizing learner needs and fostering self-directed learning.