Gemma Stacey

Summary

Affiliation: University of Nottingham
Country: UK

Publications

  1. doi request reprint An integrated educational model for graduate entry nursing cirriculum design
    Gemma Stacey
    University of Nottingham, Division of Nursing, United Kingdom Electronic address
    Nurse Educ Today 34:145-9. 2014
  2. doi request reprint Recovery as a threshold concept in mental health nurse education
    Gemma Stacey
    Division of Nursing, University of Nottingham, Derby, United Kingdom
    Nurse Educ Today 32:534-9. 2012
  3. doi request reprint Masters at work: a narrative inquiry into the experiences of mental health nurses qualifying with an undergraduate Masters degree
    Gemma Stacey
    School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Derby Education Centre, Derbyshire Royal Infirmary, London Road, Derby, DE1 2QY, United Kingdom
    Nurse Educ Today 30:333-7. 2010
  4. ncbi request reprint The meaning of art to people who use mental health services
    Gemma Stacey
    School of Nursing, Faculty of Medicine and Health Sciences, University of Nottingham, Duncan Macmillan House, Porchester Road, Mapperley, Nottingham NG2 6AA, UK
    Perspect Public Health 130:70-7. 2010
  5. doi request reprint Challenging the shock of reality through digital storytelling
    Gemma Stacey
    Division of Nursing, University of Nottingham, London Road Community Hospital, London Road, Derby DE1 2QY, United Kingdom
    Nurse Educ Pract 11:159-64. 2011
  6. doi request reprint Developing a service user designed tool for the assessment of student mental health nurses in practice: a collaborative process
    Theodore Stickley
    Faculty of Medicine and Health Sciences, University of Nottingham, Duncan MacMillian House, United Kingdom
    Nurse Educ Today 31:102-6. 2011
  7. doi request reprint The practice assessment of student nurses by people who use mental health services
    Theodore Stickley
    Faculty of Medicine and Health Sciences, University of Nottingham, Duncan Macmillan House, Porchester Road, Nottingham NG3 6AA, United Kingdom
    Nurse Educ Today 30:20-5. 2010
  8. doi request reprint The rules of the game in graduate entry nursing: A longitudinal case study
    Gemma Stacey
    University of Nottingham, United Kingdom
    Nurse Educ Today 36:184-9. 2016
  9. doi request reprint Exposing the tensions of implementing supervision in pre-registration nurse education
    Anne Felton
    Division of Nursing, Duncan Macmillan House, Porchester Road Mapperley, University of Nottingham, Nottingham, Nottinghamshire NG3 6AA, United Kingdom
    Nurse Educ Pract 12:36-40. 2012
  10. ncbi request reprint How do nurses cope when values and practice conflict?
    Gemma Stacey
    Division of Nursing, University of Nottingham
    Nurs Times 107:20-3. 2011

Detail Information

Publications12

  1. doi request reprint An integrated educational model for graduate entry nursing cirriculum design
    Gemma Stacey
    University of Nottingham, Division of Nursing, United Kingdom Electronic address
    Nurse Educ Today 34:145-9. 2014
    ..It is envisaged that this will better enable those graduating from this programme to respond to the changing context of healthcare. ..
  2. doi request reprint Recovery as a threshold concept in mental health nurse education
    Gemma Stacey
    Division of Nursing, University of Nottingham, Derby, United Kingdom
    Nurse Educ Today 32:534-9. 2012
    ..As such, recovery in mental health is a threshold concept, that once learned, may transform not only the learner in the classroom but their practice in the future...
  3. doi request reprint Masters at work: a narrative inquiry into the experiences of mental health nurses qualifying with an undergraduate Masters degree
    Gemma Stacey
    School of Nursing, Midwifery and Physiotherapy, University of Nottingham, Derby Education Centre, Derbyshire Royal Infirmary, London Road, Derby, DE1 2QY, United Kingdom
    Nurse Educ Today 30:333-7. 2010
    ..The findings demonstrate the importance of supportive networks to maintain values and criticality...
  4. ncbi request reprint The meaning of art to people who use mental health services
    Gemma Stacey
    School of Nursing, Faculty of Medicine and Health Sciences, University of Nottingham, Duncan Macmillan House, Porchester Road, Mapperley, Nottingham NG2 6AA, UK
    Perspect Public Health 130:70-7. 2010
    ..This article reports upon a research study which explored the significance of art to people who use mental health services...
  5. doi request reprint Challenging the shock of reality through digital storytelling
    Gemma Stacey
    Division of Nursing, University of Nottingham, London Road Community Hospital, London Road, Derby DE1 2QY, United Kingdom
    Nurse Educ Pract 11:159-64. 2011
    ..As a consequence, an altered story might be told through encouraging newly qualified nurses to develop their core strengths and, in doing so, maintain their capacity to care...
  6. doi request reprint Developing a service user designed tool for the assessment of student mental health nurses in practice: a collaborative process
    Theodore Stickley
    Faculty of Medicine and Health Sciences, University of Nottingham, Duncan MacMillian House, United Kingdom
    Nurse Educ Today 31:102-6. 2011
    ..Whilst there was a consensus amongst stake-holders that engaging in this feedback process is beneficial to both the student and service user, it is the manner in which it is sought which requires further investigation...
  7. doi request reprint The practice assessment of student nurses by people who use mental health services
    Theodore Stickley
    Faculty of Medicine and Health Sciences, University of Nottingham, Duncan Macmillan House, Porchester Road, Nottingham NG3 6AA, United Kingdom
    Nurse Educ Today 30:20-5. 2010
    ..It is recommended that the model of assessment should be adjusted to that of review and that a program of service-users reviewing student nurses on placement be implemented and evaluated...
  8. doi request reprint The rules of the game in graduate entry nursing: A longitudinal case study
    Gemma Stacey
    University of Nottingham, United Kingdom
    Nurse Educ Today 36:184-9. 2016
    ..They are viewed by some as advantages to nursing. In contrast, however, there remains widespread scepticism amongst the public and some professionals towards those who are academically educated entering nursing...
  9. doi request reprint Exposing the tensions of implementing supervision in pre-registration nurse education
    Anne Felton
    Division of Nursing, Duncan Macmillan House, Porchester Road Mapperley, University of Nottingham, Nottingham, Nottinghamshire NG3 6AA, United Kingdom
    Nurse Educ Pract 12:36-40. 2012
    ..However, despite these tensions it is proposed that clinical supervision has a key role within graduate pre-registration nursing education...
  10. ncbi request reprint How do nurses cope when values and practice conflict?
    Gemma Stacey
    Division of Nursing, University of Nottingham
    Nurs Times 107:20-3. 2011
    ..A lack of opportunity to express values in nursing practice and a conflict of ideals with organisational constraints are associated with low job satisfaction and high attrition rates...
  11. doi request reprint Do graduate entry nursing student's experience 'Imposter Phenomenon'?: An issue for debate
    Aimee Aubeeluck
    School of Health Science, University of Nottingham, Royal Derby Hospital, Uttoxeter Road, Derby, DE22 3DT, UK Electronic address
    Nurse Educ Pract 19:104-6. 2016
    ..Others may argue that this could simply be a 'natural' or expected level of anxiety in a time of transition that has no lasting impact. We debate this issue in relation to the existing literature to encourage critical dialogue. ..
  12. doi request reprint A case study exploring the experience of graduate entry nursing students when learning in practice
    Gemma Stacey
    School of Health Sciences, Derby Royal Hospital, University of Nottingham, UK
    J Adv Nurs 71:2084-95. 2015
    ..To explore how Graduate Entry Nursing students present and position themselves in practice in response to anti-intellectualist stereotypes and assessment structures...