The University of Southampton
University of Southampton Institutional Repository

C5.1-4 Nursing and Bologna: implications for a regulated profession

C5.1-4 Nursing and Bologna: implications for a regulated profession
C5.1-4 Nursing and Bologna: implications for a regulated profession
One of the main features of the Bologna Process is the recognition and accreditation of current or prior learning. Recognising prior learning (RPL) in a regulated profession can be a challenge, particularly in a profession like nursing, in which a great diversity of educational programmes prepare the nursing student to become a registered nurse. This article will use five hypothetical, yet realistic, case studies to demonstrate how nursing programmes can be designed to accommodate the needs of several stakeholder groups, including students, employers, academic institutions, regulators and patients. The article will discuss some of the common challenges and benefits presented by the Bologna Process and show how the Tuning Project has contributed to the debates. The article is intended for both nurse academics and educational administrators who are designing nursing programmes
European University Association
Gobbi, Mary
829a5669-2d52-44ef-be96-bc57bf20bea0
Froment, Eric
Kohler, Jurgen
Purser, Lewis
Wilson, Lesley
Davies, Howard
Schurings, Gisela
Gobbi, Mary
829a5669-2d52-44ef-be96-bc57bf20bea0
Froment, Eric
Kohler, Jurgen
Purser, Lewis
Wilson, Lesley
Davies, Howard
Schurings, Gisela

Gobbi, Mary (2009) C5.1-4 Nursing and Bologna: implications for a regulated profession. In, Froment, Eric, Kohler, Jurgen, Purser, Lewis, Wilson, Lesley, Davies, Howard and Schurings, Gisela (eds.) EUA Bologna Handbook: Making Bologna Work. Berlin, DE. European University Association.

Record type: Book Section

Abstract

One of the main features of the Bologna Process is the recognition and accreditation of current or prior learning. Recognising prior learning (RPL) in a regulated profession can be a challenge, particularly in a profession like nursing, in which a great diversity of educational programmes prepare the nursing student to become a registered nurse. This article will use five hypothetical, yet realistic, case studies to demonstrate how nursing programmes can be designed to accommodate the needs of several stakeholder groups, including students, employers, academic institutions, regulators and patients. The article will discuss some of the common challenges and benefits presented by the Bologna Process and show how the Tuning Project has contributed to the debates. The article is intended for both nurse academics and educational administrators who are designing nursing programmes

Full text not available from this repository.

More information

Published date: 2009

Identifiers

Local EPrints ID: 72387
URI: http://eprints.soton.ac.uk/id/eprint/72387
PURE UUID: bdab5490-f04d-4179-81fc-87e01de47ce7

Catalogue record

Date deposited: 11 Feb 2010
Last modified: 29 Jan 2020 13:11

Export record

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×