Common Foundation Programme Research Articles

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 achivement 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.

HIV and the long-term mentally ill.

As Project 2000 students we were allocated to a psychiatric rehabilitation hospital tor people with long-term mental illness for a module of the common foundation programme. During our stay we were required to examine the health needs of the clients, identify those that were not being met and suggest ways of addressing them.

A cry for help

Alison Carter* is one of hundreds of student nurses who have dropped out of Project 2000 courses. But Alison's is no ordinary case because when she resigned, about half-way through the common foundation programme, she was suffering from schizophrenia.

Common Foundation Studies in Nursing N Kenworthy G Snowley C Gtiling Common Foundation Studies in Nursing , editors Churchill Livingstone 400pp £14.95 0-443-04401-5.

Common Foundation Studies in Nursing is intended for all students commencing nursing at the preregistration level. The contributors attempt the unenviable task of encapsulating in one coherent book the main areas of study to which a common foundation programme student will be introduced.

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

This paper discusses some of the problems encountered in writing a shortened Common Foundation Programme in nursing for graduates, and outlines a course which takes as its starting point the particular educational needs and requirements of the student group. Thus, the first question to be addressed by the curriculum writers when designing the course was “ How can we teach these students?”, rather than “ What can we teach them?”. The resulting process-driven course is heavily influenced by the student-centred philosophy of Carl Rogers, and utilizes a variety of large- and small-group methods to facilitate the students in gradually taking responsibility for, and making decisions about, their learning needs. The paper continues with some strategies for ensuring a smooth transition from a tutor-led, syllabus-driven start to the course, to a student-led, process-driven finish for both the theoretical and clinical components, and for the assessment schedule. Finally, a student-centred approach to evaluation is briefly outlined, and the paper concludes by suggesting that the principles employed in designing and implementing this course could be successfully transferred to a wide variety of other educational settings.

From common foundation programme to branch: Recognising a status transition

The transition from the Common Foundation Programme to the Branch programmes in the Diploma in Nursing Studies course (Project 2000) is described as a major status passage. While there are many positive aspects to this transition, particular areas of concern are highlighted in the hope that these will be addressed.

Project 2000: the gap between theory and practice

This article explores the theory-practice gap in the context of Project 2000. Drawing on the findings of empirical research into the implementation of Project 2000 in one district health authority, we conclude that tensions between education and service staff have far from disappeared with the advent of Project 2000. The article discusses firstly the difference in emphasis between education and service staff over the question of equipping students with practical skills during their Common Foundation Programme. Secondly, we discuss the fact that whilst educationalists are intent on fostering self-directed learning in students, service staff are more concerned with producing safe practitioners. The article concludes on an optimistic note, suggesting that although service and education staff may differ in the relative importance they attach to teaching students particular types of skill; and although they may be operating on different timescales, fundamental disagreements between the two groups are absent.

A study of attitudes to gender and nursing stereotypes in newly recruited student nurses

This article presents the findings of a study which investigated the attitudes of 100 newly recruited student nurses towards gender and nursing stereotypes. The students were in their second day of the Common Foundation Programme at North Staffordshire College of Nursing and Midwifery. The data were collected using a researcher developed instrument which utilised a Likert scale for measurement of attitudes in relationship to statements pertaining to gender and nursing stereotypes. The findings reveal overall high mean scores and an implied propensity towards beliefs in gender and nursing stereotypes. Analysis related to demographic variables of gender, age and sex gives a number of significant results. The highest proportion of significant results were related to gender differences in the sample. The data providea basis for evaluation of teaching and learning related to students in the sample course of studies. The findings also have more general implications for curricular issues and the development of teaching strategies.

Variety of teachers is the answer

As a Project 2000 student who has just finished her common foundation programme, I was interested by the article, Who should teach nurses (Clinical August 5).

Teaching sociology: sharing learning.

The ideas in this article arose from discussions between two nurse educators brought together from different professional backgrounds to teach on a new Project 2000 course. It is a frank and honest account of a partnership involving two teachers--a nurse and a sociologist. It is also an illustration of theory-in-use; of an attempt in the workplace to move away from the split between theories in sociology, nursing and education and their practical application. The authors discuss how they worked in partnership--planning, delivering and evaluating their contribution to the course's 18 month long common foundation programme.

Common foundation programme

Common foundation programme

The challenge of Project 2000

Leslie Robertson describes the progress made so far in the development of the Common Foundation Programme and the Child Branch and the opportunities and challenges it holds for paediatric nurses

A common core curriculum for nurses, midwives and health visitors

This article puts forward an argument for the content of a Common Foundation Programme, as described in the United Kingdom Central Council for Nursing Midwifery and Health Visiting (UKCC) document ‘Project 2000 — A New Preparation for Practice’, published in May 1986. By using Lawton's (1983) Cultural Analysis approach to curriculum design, the content suggested would meet the competencies for a first level nurse as laid down in the Nurses, Midwives and Health Visitors Act of 1979 and the changing health needs of our society.