Seven years on: distance learning courses for first level registered nurses and midwives&lt;

Rogerson, Elizabeth; Harden, Ronald M.

doi:10.1054/nedt.1999.0638

Cited by 8 publications

(2 citation statements)

References 35 publications

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“…Evaluations of student satisfaction and educational qualification suggest that distance learning is very effective (Wilson and Whitelock, 1998). Professional education can also be delivered at a distance and has been found to aid the integration of theory into practice (Rogerson and Harden, 1999). Selfdirected learning encourages positive professional development more than conventional institution-based courses (Linveh and Linveh, 1999).…”

Section: Professional Inductionmentioning

confidence: 99%

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

Steward

2001

Occupation Therapy Intl

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Computer technologies will change both occupational therapy education and practice. Technological optimists suggest that there will be positive benefits for distance learning and supervision, universal equal access to information and expertise, and positive cross-cultural exchange. However, technologies have inevitable and unexpected costs. In this report I explore the potential for future problems with professional induction, educational reductionism, cultural imperialism and deprofessionalization through a review of the literature. I suggest that early recognition of the costs as well as the benefits of computer-based education will be important to the development of international occupational therapy.

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Section: Professional Inductionmentioning

confidence: 99%

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

Steward

2001

Occupation Therapy Intl

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“…2000, Price 2000). However, research with nurses pursuing DE programmes also indicates that they have the advantage of providing flexibility, autonomy and freedom in pursuing personal learning goals (Carnwell 1998, Rogerson & Harden 1999). Over the past decade, with the rapid development of technologically‐mediated learning, there has been a proliferation of DE programmes for nurses (Field 2002, Alexander et al.…”

Section: Introductionmentioning

confidence: 99%

Nurses’ experiences of distance education programmes

Hyde¹,

Murray²

2004

Journal of Advanced Nursing

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Work‐based learning in the context of contemporary health care education and practice: A concept analysis

Manley

Titchen

Hardy

2009

Practice Dev Hlth Care

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Work‐based learning has the potential to transform health care services to improve patients' and users' experiences, support the implementation of evidence, provide value for money, improve productivity and achieve continued modernization. This article describes the findings from a literature‐based concept analysis that explored a contemporary understanding of work‐based learning relevant to modern health care practice and education. Many descriptions of work‐based learning exist but it is difficult to define the concept in a way that practitioners can understand and relate to in their daily working lives. The article identifies the distinguishing attributes of work‐based learning, together with its enabling factors and consequences. From this literature‐based concept analysis, it is concluded that work‐based learning is a process that concentrates on how learning takes place within the workplace. It is stimulated by workplace activities that engage the learner in discussion and debate with workplace colleagues. This critical dialogue, if facilitated and adequately resourced, can trigger a transformation of workplace culture into one that captures situated learning to enhance not only the individual, but also team and even organizational working practices. Copyright © 2009 John Wiley & Sons, Ltd.

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Seven years on: distance learning courses for first level registered nurses and midwives<

Cited by 8 publications

References 35 publications

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

Technological dreams: the implications of new technologies for occupational therapy education and evidence‐based practice

Nurses’ experiences of distance education programmes

Work‐based learning in the context of contemporary health care education and practice: A concept analysis

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