Using unfolding case studies to develop critical thinking for Graduate Entry Nursing students: an educational design research study.

Background: Graduate Entry Nursing (GEN) programmes have been introduced as another entry point to nurse registration. In the development of a new GEN programme, a problem-based approach to learning was used to develop critical thinking and clinical reasoning skills of motivated and academically capable students.

Objective: To explore and evaluate the design and delivery of course material delivered to GEN students embedded in authentic learning pedagogy from the perspectives of both GEN students and academic staff using an unfolding case study approach.

Graduate entry nursing students' development of professional nursing self: A scoping review.

Background: Accelerated graduate entry nursing programmes require students to rapidly socialise to the profession. Professional identity is an important element of becoming a nurse.

Objective: This scoping review aimed to synthesise published literature reporting the development of professional identity, belongingness and self-concept as a nurse in students enrolled in a pre-registration graduate entry nursing programme.

Education pathways for graduate entry registered nurses to transition to advanced practice roles: A realist review.

Objective: Explore potential education and clinical pathways for nurses entering the profession through a Graduate Entry Nursing programme to transition to advanced practice roles.

Design: Realist review.

Review Methods: A two stage process included 1) a systematic search of the following electronic databases EMCARE, MEDLINE, CINAHL, ERIC, and Scopus for published peer reviewed literature reporting academic pathways for graduates of graduate entry nursing programmes to progress to advanced nursing roles, and 2) consultation with key education programme stakeholders of graduate entry nursing programmes across Australasia, who undertook an inductive interpretive approach using realist logic to determine what works, for whom, and in what circumstances.

Learning experiences of first year graduate entry nursing students in New Zealand and Australia: a qualitative case study.

Background: Graduate entry nursing programmes provide students with an accelerated pathway to becoming a registered nurse. Motivations for study, together with commonly shared characteristics of students enrolling in such programmes is becoming well documented, however, their experiences of studying for a professional qualification in this manner is less understood. As a means of maintaining the relevance of these fast-tracked programmes in the future, an understanding of graduate entry nursing students' experiences of academic teaching and clinical placements is imperative.

Exploring the experiences and perceptions of students in a graduate entry nursing programme: A qualitative meta-synthesis.

Background: Students commencing graduate entry fast-tracked nursing programmes leading to registration are highly motivated and characterised by rich life experiences. Given their unique motivations and characteristics, gaining insight into their experiences of graduate entry programmes will inform strategic directions in education.

Objective: To synthesise graduate entry nursing students' self-reported experiences and perceptions of their accelerated programme.

What Motivates People to Start a Graduate Entry Nursing Programme: An Interpretive Multi-Centred Case Study.

Introduction: While graduate entry nursing programmes are well established in the United Kingdom and the United States of America (USA), they are relatively new to New Zealand and Australia. These programmes have been developed to meet the demands of the health workforce and provide graduates an alternative pathway to becoming a RN. Nursing is viewed as an attractive career option for this growing market of graduate entry students.

What motivates people to commence a graduate entry nursing programme: a mixed method scoping review.

Background: The global deficit of nurses demands urgent attention in the recruitment and education of this future workforce. Graduate entry nursing (GEN) programmes are one option for people with undergraduate degrees who are seeking nursing education. Determining the key motivations for enrolling in these programmes will support the development of new initiatives in the education sector to both recruit and retain this future workforce and inform future primary research.

Using educational design research to develop authentic learning for graduate entry nursing students in New Zealand.

This paper describes using an educational design-based methodology to evaluate authentic learning environments for Graduate Entry Nursing (GEN) students. While developing this new GEN programme in New Zealand, two specific challenges arose: how to design and deliver a condensed and intensive programme that met healthcare sector requirements, while ensuring the content met the needs of the typical GEN student. To meet these challenges the authors used educational design research (EDR) as a reflective and iterative approach to develop and adapt the teaching and learning strategies, content, and delivery.