The place of person-centred care in an international response to the Covid-19 pandemic von Stacey, Gemma

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The power of relationships von Stacey, Gemma

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An inductive content analysis of formative feedback given by lived experience assessors in pre-registration mental health nurse education von Stacey, Gemma, Pearson, Mark

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Recovery as a threshold concept in mental health nurse education von Stacey, Gemma, Stickley, Theodore

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A case study exploring the experience of graduate entry nursing students when learning in practice von Stacey, Gemma, Pollock, Kristian, Crawford, Paul

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Graduate entry nurse education: A challenge or opportunity for the future of the profession? von Stacey, Gemma, Holland, Karen

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A scoping review exploring how the conceptualisation of resilience in nursing influences interventions aimed at increasing resilience von Stacey, Gemma, Cook, Grace

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The implementation of resilience based clinical supervision to support transition to practice in newly qualified healthcare professionals von Stacey, Gemma, Cook, Grace, Aubeeluck, Aimee, Stranks, Beth, Long, Louisa, Krepa, Miriam, Lucre, Kate

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Evaluation of the impact of leadership development on nurses and midwives underpinned by transformational learning theory: a corpus-informed analysis von Bond, Carmel, Stacey, Gemma, Westwood, Greta, Long, Louisa

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Interventions to support graduate nurse transition to practice and associated outcomes: A systematic review von Kenny, Amanda, Dickson-Swift, Virginia, McKenna, Lisa, Charette, Martin, Rush, Kathy L., Stacey, Gemma, Darvill, Angela, Leigh, Jacqueline, Burton, Rob, Phillips, Craig

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The rules of the game in graduate entry nursing: A longitudinal case study von Stacey, Gemma, Pollock, Kristian, Crawford, Paul

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In Nightingale's footsteps: A qualitative analysis of the impact of leadership development within the clinical learning environment von Bond, Carmel, Stacey, Gemma, Charles, Ashleigh, Westwood, Greta, Hearn, David

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The effects of compassion-based feedback on wellbeing ratings during a professional assessment healthcare task von Bond, Carmel A.E., Tsikandilakis, Myron, Stacey, Gemma, Hui, Ada, Timmons, Stephen

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Challenging the shock of reality through digital storytelling von Stacey, Gemma, Hardy, Pip

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Establishing quality standards for graduate entry master of nursing curricula in Australia and New Zealand: A Delphi study von Gerdtz, Marie F., Seaton, Philippa, Jones, Virginia, Tomkins, Zerina, Stacey, Gemma, Brooks, Ingrid Ann, Kapp, Suzanne

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Service user involvement in the assessment of student nurses: A note of caution von Stacey, Gemma, Stickley, Theodore, Rush, Brenda

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The concept of compassion within UK media‐generated discourse: A corpus‐informed analysis von Bond, Carmel, Stacey, Gemma, Field‐Richards, Sarah, Callaghan, Patrick, Keeley, Philip, Lymn, Joanne, Redsell, Sarah, Spiby, Helen

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Diagnosing and treating Enquiry Based Learning fatigue in Graduate Entry Nursing students von Stacey, Gemma, Wilson, Claire, Reddy, Helen, Palmer, Chris, Henderson, James, Little, Hannah, Bull, Heather

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Do graduate entry nursing student’s experience ‘Imposter Phenomenon’?: An issue for debate von Aubeeluck, Aimee, Stacey, Gemma, Stupple, Edward J.N.

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An integrated educational model for graduate entry nursing cirriculum design von Stacey, Gemma, McGarry, Julie, Aubeeluck, Aimee, Bull, Heather, Simpson, Chris, Sheppard, Fiona, Thompson, Sue

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