What is it about?

This commentary paper represents the reflections of academics, students and service users and carers who are involved in designing the pre-registration nursing programme. The paper focuses on how to combine a shift towards more digital content with continuing to embed authentic involvement and content from our local community. Following a general overview covering the current move towards learner-centred curricula, there are three sections covering: pre-pandemic; during the pandemic; and our plans for a hybrid approach going forward.

Featured Image

Why is it important?

This paper is timely as society reflects on the learning undertaken during the pandemic. Our University spent considerable amounts of time and money on technology and training to ensure everyone could continue to engage in the design delivery and assessment of pre-registration nursing curriculum via remote learning. This was especially important as many of our third year students were asked to be front-line workers during this period. The introduction of a hybrid approach should facilitate active learning and enable digital content to be balanced by in-person human connections in the physical classroom environment.


My own perspective is as a co-ordinator and advocate of service user and carer involvement. I have worked at this University for many years supporting service users and carers from our local area to build relationships and partner with academic colleagues to create and deliver authentic content for health and social care curricula. This paper reflects on our journey in the School of Nursing over the past 3-4 years, a period which has led to significant change.

Janet Garner
University of Central Lancashire

Read the Original

This page is a summary of: Co-producing nurse education with academics, students, service users and carers: lessons from the pandemic, British Journal of Nursing, September 2022, Mark Allen Group, DOI: 10.12968/bjon.2022.31.16.854.
You can read the full text:



The following have contributed to this page