2014
DOI: 10.5430/jnep.v4n11p91
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From work integrated learning to learning integrated work – A pedagogical model to develop praxis in nursing education

Abstract: The move from student to nurse has been described as difficult for newly registered nurses. Newly registered nurses' feelings of lacking competence can reduce the opportunity to develop professional competence. Entering the nursing profession requires a high degree of adaptation. The difference between the professional competence conveyed during education and the competence demanded in working life is substantial and needs to be taken seriously. The aim of this paper is to propose a model for developing profes… Show more

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Cited by 6 publications
(8 citation statements)
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References 29 publications
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“…For undergraduate nursing students, it is widely acknowledged that a theory practice gap exists (Jonsson et al, 2014, Scully, 2011, Wilson, 2008 and is often seen during clinical placement, highlighting an inconsistency between student's theoretical knowledge and it's practical application (Chan et al, 2011, Jonsson et al, 2014, Scully, 2011. While this is not directly reported in publications for radiation therapy students, it is acknowledged as an issue that impacts on clinical learning by a number of authors (Doughty and Hodgson, 2009, Nisbet and Matthews, 2011, Tang and Chow, 2007.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…For undergraduate nursing students, it is widely acknowledged that a theory practice gap exists (Jonsson et al, 2014, Scully, 2011, Wilson, 2008 and is often seen during clinical placement, highlighting an inconsistency between student's theoretical knowledge and it's practical application (Chan et al, 2011, Jonsson et al, 2014, Scully, 2011. While this is not directly reported in publications for radiation therapy students, it is acknowledged as an issue that impacts on clinical learning by a number of authors (Doughty and Hodgson, 2009, Nisbet and Matthews, 2011, Tang and Chow, 2007.…”
Section: Discussionmentioning
confidence: 99%
“…In undergraduate health care programmes students completing workplace integrated learning (also known as clinical placement) often experience a disparity between theory and practical application, and this referred to as a 'theory practice gap' (Chan et al, 2011, Jonsson et al, 2014, Scully, 2011. One contributing factor for this phenomenon is students' limited ability to engage with feedback and apply meaningful reflection to self-correct behaviours (Scully, 2011, Wells andMcLoughlin, 2014).…”
Section: Introductionmentioning
confidence: 99%
“…WIL is both a way to organise vocational education and a strategy to give it specific content (Patrick et al 2008). WIL can serve as a pedagogical design to strengthen the nurse students' progress towards understanding the professional skills (Jonsson et al 2014).…”
Section: Implications For Educatorsmentioning
confidence: 99%
“…15 This approach has been utilised in a variety of healthcare professional education programmes, with the specific advantage of improved work readiness. [16][17][18][19] Consequently, we have developed and implemented a novel teaching model at the Centre for Eye Health (CFEH) that encompasses practical training on disease diagnosis and management supplemented by advanced imaging and examination modalities such as OCT. By integrating students into a real world, work-integrated setting, students are trained in the utilisation and interpretation of OCT while also demonstrating its application in the diagnosis of ocular disease. 20 In the present study, we evaluated the effectiveness of our teaching model on student confidence and competence in the recognition and interpretation of OCT artefacts.…”
Section: Introductionmentioning
confidence: 99%