Does baccalaureate nursing education for registered nurses foster professional reading?

Seeking knowledge, discovering learning: Uncovering the impetus for baccalaureate nursing studies in Malaysian Borneo

“…The collateral learning described by nurses in our study was not widely echoed as a specific outcome in existing literature, although it is possibly embedded in the overall findings of such work. Some increased commitment to reading by registered nurses following completion of a degree programme was identified by Armstrong, Gessner and Kane, 25 with these authors equating reading with lifelong learning. The new attitude to learning as a lifelong process described by the participants in our study was also identified as a postregistration degree outcome in studies by Chiu, 24 Fraser and Titherington 16 and Rush et al 1 …”

A one-day education in soft tissue massage: Experiences and opinions as evaluated by nursing staff in palliative care

“…The participants' attitudes toward the course proved to be of importance for how they perceived the new knowledge. According to Armstrong et al (1999) and Marton and Booth (2000), all individuals have different abilities for learning, depending on their own personal histories. Armstrong (1999) and Marton and Booth (2000) suggest that the attitude toward learning may be superficial or profound.…”

“…According to Armstrong et al (1999) and Marton and Booth (2000), all individuals have different abilities for learning, depending on their own personal histories. Armstrong (1999) and Marton and Booth (2000) suggest that the attitude toward learning may be superficial or profound. The superficial learning is based on demands (own or others) and seen as learning with no inner needs, but is task related.…”