GEN Related Publications

O'Connor, A., Mccarthy, G., & O'Shea, D. (2022). Impact of role conflicts and self-efficacy on academic performance of graduate-entry healthcare students; a lagged study. Nursing & Health Sciences.

Meyer, G., Shatto, B., & Kuljeerung, O. (2021). The Impact of Student Debt on Professional Satisfaction in Graduate Entry Nurses. Nursing Economic$, 39(1).

Macdiarmid, R., Winnington, R., Cochrane, T., & Merrick, E. (2021). Using educational design research to develop authentic learning for graduate entry nursing students in New Zealand. Nurse Education in Practice, 51, 102965.

Macdiarmid, R., Turner, R., Winnington, R., McClunie-Trust, P., Donaldson, A., Shannon, K., … & Jarden, R. (2021). What motivates people to commence a graduate entry nursing programme: a mixed method scoping review. BMC Nursing, 20(1), 1-12.

Macdiarmid, R., McClunie-Trust, P., Shannon, K., Winnnington, R., E. Donaldson, A., Jarden, R. J., … & Jones, V. (2021). What Motivates People to Start a Graduate Entry Nursing Programme: An Interpretive Multi-Centred Case Study. SAGE Open Nursing, 7, 23779608211011310.

Bumanglag, B. (2021). Decreasing Stress among Graduate Entry Nursing Students through a Mindfulness-Based Stress Reduction Program. Doctoral dissertation, University of Hawai'i at Manoa.

Jamieson, I., Norris, K., Short, K., Papps, E., & Dixon, A. (2020). Graduate entry to nursing: An exploration of the demographic characteristics of New Zealand students. Nurse Education in Practice, 48, 102855.

Jackson, M., & Marchi, N. (2020). Graduate-entry education for nonnurses: Preparation, pathways, and progress. Nursing Education Perspectives, 41(1), 30-32.

Jamieson, I., & Harding, T. (2019). The perspectives of key stakeholders regarding New Zealand's first graduate-entry nursing programme. Kai Tiaki Nursing Research, 10(1), 8-14.

McKenna, L., & Brooks, I. (2018). Graduate entry students' early perceptions of their future nursing careers. Nurse Education in Practice, 28, 292-295.

Maddison, C., & Strang, G. (2018). Do action learning sets facilitate collaborative, deliberative learning?: a focus group evaluation of graduate entry pre-registration nursing (GEN) students' experience. Nurse Education in Practice, 28, 285-291.

McKenna, L., Brooks, I., & Vanderheide, R. (2017). Graduate entry nurses' initial perspectives on nursing: Content analysis of open-ended survey questions. Nurse Education Today, 49, 22-26.

Gonzales, L. K., Glaser, D., Howland, L., Clark, M. J., Hutchins, S., Macauley, K., … & Ward, J. (2017). Assessing learning styles of graduate entry nursing students as a classroom research activity: a quantitative research study. Nurse Education Today, 48, 55-61.

Cantlay, A., Salamanca, J., Golaw, C., Wolf, D., Maas, C., & Nicholson, P. (2017). Self-perception of readiness for clinical practice: A survey of accelerated Masters program graduate registered nurses. Nurse Education in Practice, 24, 34-42.

Aubeeluck, A., Stacey, G., & Stupple, E. J. (2016). Do graduate entry nursing student's experience 'imposter phenomenon'?: an issue for debate. Nurse Education in Practice, 19, 104-106.

McKenna, L., Vanderheide, R., & Brooks, I. (2016). Is graduate entry education a solution to increasing numbers of men in nursing?. Nurse Education in Practice, 17, 74-77.

Stacey, G., Pollock, K. & Crawford, P. (2016). The Rules of the Game in Graduate Entry Nursing: A Longitudinal Case Study. Nurse Education Today, 36, 184-189.

Merav, B.N. (2015). Interest in nursing among academic degree holders in Israel: A cross-sectional quantitative study. Nurse Education Today.

McKenna, L., Vanderheide, R., Brooks, I. (2015). Is Graduate Entry Education a Solution to Increasing Numbers of Men in Nursing?. Nurse Education in Practice.

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.

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), 145-9.

Bloomfield, J.G. et al. (2013). Clinical skills education for graduate-entry nursing students: Enhancing learning using a multimodal approach. Nurse Education Today, 33(3), 247-252.

Everett, B., Salamonson, Y., Trajkovski, S. & Fernandez, R. (2013). Demographic and academic-related differences between standard-entry and graduate-entry nursing students: A prospective correlational survey. Nurse Education Today, 33(7), 709-713.

Neil, M.A. (2012). Graduate-entry nursing students' journeys to registered nursing. Nurse Education in Practice, 12, 89-94.

Neil, M.A. (2011). Graduate-entry nursing students' experiences of an accelerated nursing degree — A literature review. Nurse Education in Practice, 11, 81-85.

Koch, J. et al. (2011). Learning preference as a predictor of academic performance in first year accelerated graduate entry nursing students: A prospective follow-up study. Nurse Education Today, 31(6), 611-616.

McGarry, J. et al. (2011). Maximising graduate status in pre-registration nursing programmes: Utilising problem based learning. Nurse Education in Practice, 11(6), 342-344.

Hackett, A. & McLafferty, E. (2006). Graduate entrants into nursing — Are we meeting their needs?. Nurse Education Today, 26, 162-168.