Re-defining “Graduateness” Dr Gemma Stacey University of Nottingham

Aims To present the existing literature identifying the unique attributes Graduates bring to nursing To report on the findings of a longitudinal case study exploring the practice learning experiences of GEN students To propose an alternative conceptualisation of “Graduateness” from a social constructivist perspective To discuss the relevance of the alternative conceptualisation for curriculum design, practice learning and career trajectories

The research and rhetoric Motivated to learn Advanced research skills and a preference for self directed learning approaches Ability to quickly assimilate knowledge, skills and process at a critical level Commitment to the profession (Neil 2011)

Case Study 12 cases 2 years Students - Diaries, Interviews, Placement documentation Mentors - Focus groups Pattern matching based upon analytical suppositions Identification of performance and presentation strategies based upon social constructivist principles of face work, politeness and power differentials (Goffman 1959, Brown & Levinson 1987, Scheff 2006)

Rules of the Game To be appropriately confident as to appear competent but not arrogant, regardless of private perception of competence. To be publicly willing to engage in basic care with the private agenda of gaining acceptance and popularity. This acceptance can subsequently be used as currency to access learning opportunities that are required to meet pre-defined competencies at the appropriate level. To mainly resign criticality to the private domain or to express it in a manner which ensures it is not perceived as challenging. To conceal or downplay the relevance of prior education to nursing.

An alternative definition of “Graduateness” Perception of self as resilient as a result of maturity and life experience Awareness of the implications of stereotypes and active in pre-empting/ challenging their application A willingness to compromise personal beliefs in order to ensure acceptance, trust and a positive assessment Ability to depersonalise hostility and identify wider factors Ultimately A talent for relationship management to reduce potential for hostility

Does this sound familiar? Do you recognise these performance/ positioning strategies in your students? What are the implications then for Recruitment Mentor preparation Models of practice learning Support structures for students

Relevant reading Stacey, G., Pollock, K. & Crawford, P. (2015) The Rules of the Game in Graduate Entry Nursing: A Longitudinal Case Study. Nurse Education Today Stacey, G., Pollock, K. & Crawford, P. (2015) A Case Study Exploring the Experience of Graduate Entry Nursing Students When Learning in Practice. Journal of Advanced Nursing. DOI: /jan Stacey, G., McGarry, J., Aubeeluck, A., Bull, H., Simpson, C., Shepard, F. & Thompson, S. (2014) An Integrated Educational Model for Graduate Entry Nursing Curriculum Design Nurse Education Today 34(1) doi: /j.nedt Neil, M.A. (2012) Graduate-entry nursing students’ journeys to registered nursing Nurse Education in Practice doi.org/ /j.nepr doi.org/ /j.nepr Neil, M.A. (2011) Graduate-entry nursing students’ experiences of an accelerated nursing degree e A literature review. Nurse Education in Practice doi: /j.nepr Hackett, A. & McLafferty, E. (2006) Graduate entrants into nursing – Are we meeting their needs? Nurse Education Today –168. DOI: /j.nedt