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Service- A - Understanding Bologna in context
- A 1 - Creating a European Higher Education Area
- A 2 - Enhancing autonomy and responsibility
- A 3 - Linking the Bologna Process and other European processes
- A 4 - Relating Bologna to other world regions: the external dimension
- B - Introducing Bologna objectives and tools
- B 1 - Promoting new approaches to learning
- B 1.1 - The purposes of education
- B 1.2 - The paradigm shift from teaching to learning, competence building, soft skills
- B 1.3 - Personal development, active citizenship, preparation for lifelong learning
- B 1.4 - Employability
- B 1.5 - Developing a European knowledge base
- B 1.6 - Flexibility in learning
B 1.6-1 Widening pa...- B 1.6-10 Universiti...
- B 1.6-10 Tools
- B 1.6-11 Socially inc...
- B 1.6-12 Research Ba...
- B 1.6-2 Do European...
- B 1.6-3 Lifelong le...
- B 1.6-3 Tools
- B 1.6-4 Universitie...
- B 1.6-4 Tools
- B 1.6-5 Lifelong le...
- B 1.6-6 Making life...
- B 1.6-7 Embedding l...
- B 1.6-8 From diplom...
- B 1.6-9 University ...
- B 1.6-9 Tools
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- B 2 - Defining degree structures and identifying their characteristics
- B 3 - Developing mobility and ensuring recognition
- B 4 - Improving quality
- B 4.1 - Understanding quality and quality improvement
- B 4.2 - Towards continuous quality improvement
- B 4.3 - European frameworks for quality
- B 4.4 - Roles and interaction of different players
- B 4.5 - Internal quality assurance and quality culture
- B 4.6 - External quality assurance and accreditation
- B 4.7 - Institutional and programme approaches to quality
- B 5 - Ensuring the social dimension
- B 6 - Strengthening the European dimension
- C - Implementing Bologna in your institution
- C 1 - Rethinking the institution along strategic lines
- C 1.1 - Understanding the strategic dimensions of implementing Bologna
- C 1.2 - Identifying your institutional starting point
- C 1.3 - Reconsidering your mission, profile, positioning
- C 1.4 - Europeanisation as a strategy for success with Bologna
- C 1.5 - Opening up the university to partnerships
- C 1.6 - Adapting the institution’s organisational and operational model
- C 1.7 - Developing an institutional culture of change
- C 2 - Embedding a quality culture in institutions
- C 3 - Planning and implementing key Bologna features
- C 3.1 - Applying institutional strategies for Bologna
- C 3.2 - Modularisation: key concepts
- C 3.3 - Using ECTS
- C 3.4 - Using learning outcomes and competences
- C 3.5 - Using Bologna to facilitate inter-disciplinarity
- C 3.6 - Diploma Supplement
- C 3.7 - Managing the process
- C 3.8 - Student support services
- C 3.9 - Administrative support processes
- C 4 - Planning and implementing the three cycles
- C 4.1 - Rethinking a programme along Bologna lines
- C 4.2 - Introducing the Bachelor
- C 4.3 - Positioning the Master
- C 4.4 - Developing the Doctorate
- C 4.4-1 The Global Co...
- C 4.4-10 The Ruhr-Uni...
- C 4.4-10 Tools
- C 4.4-11 Structuring ...
- C 4.4-12 Rethinking a...
- C 4.4-13 Doctoral edu...
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- C 4.4-2 Developing th...
- C 4.4-2 Tools
- C 4.4-3 Doctoral Prog...
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- C 4.4-4 New challenge...
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- C 4.4-5 The professio...
- C 4.4-5 Tools
- C 4.4-6 Some implicat...
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- C 4.4-7 Establishing ...
- C 4.4-7 Tools
- C 4.4-8 New challenge...
- C 4.4-8 Tools
- C 4.4-9 Skills statem...
- C 4.4-9 Tools
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- C 4.5 - Special challenges: joint degrees and programmes
- C 5 - Relating Bologna to disciplines and promoting interdisciplinarity
- C 5.1 - Disciplinary approaches
- C 5.1-1 Medical educa...
- C 5.1-1 Tools
- C 5.1-10 Tools
- C 5.1-10 University o...
- C 5.1-2 Curriculum re...
- C 5.1-2 Tools
- C 5.1-3 The Hungarian...
- C 5.1-3 Tools
- C 5.1-4 Nursing and B...
- C 5.1-4 Tools
- C 5.1-5 Medical educa...
- C 5.1-5 Tools
- C 5.1-6 Implementatio...
- C 5.1-6 Tools
- C 5.1-7 Medical educa...
- C 5.1-7 Tools
- C 5.1-8 Bamalaw: A De...
- C 5.1-9 Tensions betw...
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- C 5.2 - Common reference points at discipline level: the Tuning project
- C 5.3 - The role of academic networks at discipline and special interest levels
- C 6 - Bologna programmes and the links to the professions
- C 7 - Resources for Bologna
- D - Moving beyond Bologna: the European Higher Education Area after 2010
Document Details
C 5.1-4 Nursing and Bologna: implications for a regulated profession
| Name | C 5.1-4 Nursing and Bologna: implications for a regulated profession |
| Description | Author:
Mary Gobbi
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. No download button available? Then, you are either not logged in or the article was published before you joined the subscription. You can buy the article here: RAABE shop |
| Filesize | 117.46 kB |
| Filetype | pdf (Mime Type: application/pdf) |
| Created On: | 08/25/2009 15:51 |
| Viewers | Supplement No. 13 |
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