Linking theory to practice in introductory practice learning experiences

Fotheringham, Diane; Lamont, David; MacBride, Tamsin; Mackenzie, Laura

doi:10.1016/j.nepr.2014.11.010

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…Introducing clinical guidelines as a means of education can support realistic students' expectations of the clinical environment. Fotheringham et al (2015) in a study entitled the connection between theory and practice in the initial nursing learning experience, points out that a nursing curriculum which clearly determines the association between the basic nature of nursing and practice, which is based on learning outcomes, can help the student learn simultaneously about the position of theories in relation to clinical practice.…”

Section: Discussionmentioning

confidence: 99%

Strategies for bridging the theory-practice gap from the perspective of nursing experts

Shoghi

Sajadi

Oskuie

et al. 2019

Heliyon

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The gap between education and the clinical practice has always been challenge for educational experts in the field. This article aims to explore the perspective of Iranian nursing experts about strategies used for coordinating education and clinical performance in nursing. This qualitative study was conducted by using a conventional content analysis approach; individual interviews were conducted at the participants’ work place; while focus group discussions took place at the Nursing and Midwifery Faculty of Iran University of Medical Sciences. Participants in this study included nursing instructors, educational supervisors and nursing managers with a clinical background and teaching experience of at least five years. In addition, a graduate nursing student and a nursing PhD candidate were also interviewed to ensure data saturation. Purposive sampling was conducted between April 2016–October 2017 among scholars and nursing professional experts who were highly experienced in this field. The two focus groups, obtained the views of nursing managers and educational supervisors working in educational hospitals. Analysis involved open stepwise coding with an emphasis on continuous comparison of data, and reference to written notes of the interviews. The analysis process was carried out in three main phases of preparation, organization, and reporting. The results of this study were classified in three main categories: developing context base curriculum, interactive collaboration among nurses and faculties, the Design and Implementation of a Standard Clinical Guideline. It seems that strong intention and active participation of all beneficiaries are needed to bridge the gap between theory and practice. Creating an appropriate context for nurses and nursing trainers for mutual learning along with the use of pragmatic language in the form of clinical guidelines can help decrease this gap.

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Section: Discussionmentioning

confidence: 99%

Strategies for bridging the theory-practice gap from the perspective of nursing experts

Shoghi

Sajadi

Oskuie

et al. 2019

Heliyon

View full text Add to dashboard Cite

show abstract

“…The realities of students' marginal learning opportunities in some placements were a concern for the educators, as is also the case internationally (Fotheringham et al, 2015;Happell et al, 2015). Studies have found that students are lacking opportunities to gain experience in providing mental health care for people with mental health challenges (Alexander et al, 2016;Happell & Platania-Phung, 2012).…”

Section: Supporting Students In Grasping the Scope Of Nursing Within ...mentioning

confidence: 99%

Nurse Educators’ Pedagogical Approaches Addressing Student Nurses’ Mental Health Care Competence: A Qualitative Study

Marriott

Grov

Gonzalez

2023

Issues in Mental Health Nursing

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Nurses' mental health care competence is vital for addressing the current mental health care crisis' demand for quality in mental health care and services. These challenges also involve educational institutions. In the mental health course of the bachelor's nursing curriculum, nurse educators face multiple tasks and challenges concerning preparing students for their clinical placement. This study aimed to explore and describe nurse educators' pedagogical approaches across three universities. The study applied a qualitative and descriptive design, and data were collected from individual qualitative interviews with 13 experienced nurse educators. A content analysis approach in lines with Graneheim and Lundman was used to analyse the data. The content analysis resulted in one theme and three categories, and each category was characterised by three subcategories. The theme intentionally preparing student nurses for mental health care competence served as an overarching theme describing the educators' overall reflections and descriptions. The three categories were: activating students for the mental health context; caring for students on a personal level; and supporting students in grasping the scope of nursing within the mental health context. These categories described the varieties and complexity of nurse educators' pedagogical approaches addressing student nurses' mental health care competence.

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“…There is a growing body of research to explore the quality and impact of nursing students' learning in the clinical setting (Andrew & Roberts, 2003;Levett-Jones & Lathlean, 2008;Mattila, Pitkäjärvi & Eriksson, 2010;Awuah-Peasah, Sarfo, & Asamoah, 2013;Jonsén et al, 2013;Sedgwick, Oosterbroek, & Ponomar, 2014;Fotheringham, et al, 2015;Ha, 2015;Matchim & Kongsuwan, 2015;Sun et al, 2016). These studies have been conducted across the globe.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition to adequate time in clinical (Wawire et al, 2014), involvement of nursing professors in clinical practice led to improvements in clinical learning (Fotheringham et al, 2015). Studies have also shown mentors or preceptors to be an important part of clinical learning (Hegenbarth et al, 2015;Jonsén et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges in clinical learning: experiences of Maldivian nursing students

SALMA HASSAN,

ASIYA IBRAHIM,

FATHIMATH MUNA HUSAAIN

2017

MNJR

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Clinical practice is an essential part of nursing education. It provides opportunity to apply theoretical knowledge, and develop skills. Nursing faculty need to identify ways to improve clinical learning for students. The aim of this paper was to obtain an understanding of experiences of clinical learning environment for Maldivian nursing students. A qualitative descriptive design was used and informed consent was obtained from all students. Data was collected from 20 students of Maldives National University, using four focus group discussions. Focus group interviews that lasted approximately one hour were conducted. The interviews were audio taped and transcribed verbatim. The transcripts were red multiple times to gain an understanding of students experiences. Discussions that related to students clinical experiences were extracted and coded under different themes. Mentors, clinical learning opportunities, clinical evaluation, and student feelings were found to be important components of clinical learning. Interpersonal relationships and communication with mentors were found to be important for motivation of students. Factors in the CLE enabled students to make good use of learning opportunities while other factors hindered their learning. Students felt that clinical evaluation was unfair and not reflective of their achievements. Students experienced a number of positive and negative feelings due to their experiences in the CLE. A number of factors present in the CLE could prevent it from becoming an effective learning environment for student nurses. It is important that nurse educators identify these and find ways to improve the effectiveness of the CLE.

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Linking theory to practice in introductory practice learning experiences

Cited by 4 publications

References 13 publications

Strategies for bridging the theory-practice gap from the perspective of nursing experts

Strategies for bridging the theory-practice gap from the perspective of nursing experts

Nurse Educators’ Pedagogical Approaches Addressing Student Nurses’ Mental Health Care Competence: A Qualitative Study

Challenges in clinical learning: experiences of Maldivian nursing students

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